英國師資培育認證制度之探究

A Study of Teacher Education/Training Accreditation System in England and Wales

本文運用歷史研究法以掌握英國師資培育認證制度的六個面向，包括師資培育認證的政策與相關法規、認證的權責機關與成員、認證的硬體層面（包括圖儀、經費與空間等）、認證的軟體層面（包括教師、課程與教學等）、認證的實施方案，以及認證結果之運用措施等。最後，根據研究結果提供我國未來實施及檢討改進師資培育機構認證制度之參考。
本研究之主要發現如下：
一、英國師資培育認證政策與相關法規之修正與訂定受到政治意識型態的影響，特別是近二十年來新保守主義與新自由主義對於師資培育的嚴格批評所帶來的衝擊。二、英國師資培育認證的權責機構與成員隨著政府的集權化而跌有變遷，成員所代表的教育專業性格逐漸弱化。三、英國師資培育認證的硬體層面如圖書、儀器、空間、經費等有詳細的規定。四、英國師資培育認證的軟體層面如師資、課程與教學漸採能力本位模式，目前主要的依據是師資職前培育國定課程以規範未來教師的證照標準和國家指標。五、英國師資培育認證的實施程序有明確規範以管理師資培訓機構的運作與提供的課程內容。六、英國師資培育認證結果的運用包含通過或不通過申請、撤銷機構認證以及重新認證。

In order to understand the development of Teacher Education Accreditation System in England and Wales， this research mainly employs historical method to study some specific aspects of accreditation which this research will pay particular attention to: 1. the policies and acts/regulations of teacher education/training accreditation， 2. the agencies and their membership for accrediting teacher education， 3. the hard dimensions， and 4. the soft dimensions of teacher education accreditation， 5. the procedures of teacher education accreditation， and 6.the treatment of accreditation results.
The following are the main findings of this research:
1.The policies and acts/regulations of teacher education/training accreditation ystems in England and Wales are greatly influenced by the attacks from neo-conservative and neoliberal positions.
2.The central agencies and their members for accrediting teacher education have been changed into educationally de-professionalized.
3.The hard dimensions of teacher education accreditation systems， including libraries， equipments， funding and spaces are now regulated in detail by government.
4.The soft dimensions of teacher education accreditation systems， including teacher educators， curriculum， teaching methods， assessments， and so on are increasingly competence-based and follow the Qualified Teacher Status standards and Initial Teacher Training requirements.
5.The procedures and executive programs of institutional accreditation of teacher education are conducted by then Teacher Training Agency and later Training and Development Agency for Schools after 2005.
6.The range of accrediting results includes pass or non-accreditation or re-accreditation， and a withdraw of accreditation after Ofsted’s inspection.
In conclusion， this study proposes some suggestions for the improvement of teacher education accreditation system in Taiwan.