美國多元文化師資培育課程對台灣之啟示   免費試閱

Implications of U.S. Multicultural Teacher Education Curriculum for Taiwan

本文探討過去及現今多元文化師資培育之理論基礎，除檢視多元文化教育的必要性外，亦針對師資培育過程中之多元文化教育理念運用提出建議。雖然本文大幅探討美國多元文化師資培育的發展及相關文獻，但最終關注的仍舊是台灣師資培育界如何依此為借鏡。本文首先採取歷史脈絡觀點，闡述美國公立學校及師資培育系統面對多元文化教育議題時的應對過程與方式；此外，既有教育體系中的潛在課程、文化資本及社會階級複製作用，均可能對文化多元學生產生否定效果，故本文就此將予以一併探討。本文認為，師資培育過程應積極培養教師具有面對多元文化教室環境挑戰的基本能力；因此，提升多元文化意識、增加實地服務學習體驗與建構教師社群，將是課程規劃中不可或缺的必要內涵。最後，針對多元文化師資培育理念之本土實踐及其進一步研究的可能方向，本文亦就此提出相關建議。

This theoretical paper examines the past and present theoretical foundations of multicultural teacher education, explores the rationale for the need for multicultural education, and provides suggestions for practical applications in teacher education. While the greater part of this paper centers on the United States, there is significant attention devoted to multicultural teacher education in Taiwan. The paper first discusses how multicultural education has historically and presently manifested itself in schools as well as pre-service teacher education. Next, it explores how culturally diverse students are disenfranchised by education systems, including discussions of the hidden curriculum, social reproduction theory, and Pierre Bourdieu's concept of cultural capital. Lastly, three teaching proposals are provided to show how teacher education programs can best prepare teachers to successfully meet the challenges of increasingly diverse classrooms: 1. raising consciousness; 2. effective hands-on field experience; 3. building a community of educators. This is followed by implications for the teacher education curriculum in Taiwan and suggestions for further research.