台灣師資培育評鑑機制之回顧與檢討   免費試閱

Review on the Teacher Education Evaluation in Taiwan

台灣於1994年公布施行《師資培育法》後，師資培育由一元化、計畫性及分發制走向多元化、儲備性及甄選制，希冀透過制度轉變達到品質保證與競爭力提升之效果。惟在陸續面臨少子女化影響、師資供需失衡、教育資源稀釋及辦學績效不齊等問題下，教育部遂自2005年起正式透過週期性的評鑑機制來檢視各師資培育大學之辦學績效，並運用評鑑結果調整培育規模與經費獎補助，運作至今已接近第二週期的尾聲，刻正進行新一週期之規劃。爰此，本研究旨在針對台灣的大學校院師資培育評鑑機制進行回顧與檢討，透過文件分析的角度，梳理台灣師資培育評鑑機制之發展歷程與現況，以及比較第一與第二週期師資培育評鑑的評鑑機制，並以特殊教育師資類科為例闡釋實施結果，最後綜合上述探討與分析，提出本研究的結論與建議。

“The Teacher Education Act” amended in 1994, with the introduction of the diversified teacher education system, mainly aimed to assure the quality of teacher education in Taiwan. The pressure derived from the declining birth rates, over supply of teachers, and limited educational resources, had brought about the implementation of the periodical (a cycle of 5 years) evaluation of teacher education since 2005, which not only revised the indicators used for evaluation, but also changed the previous grading system to a new accreditation model, as well as the funding of the Ministry of Education (MOE) to universities in accordance with the results of evaluation. This paper mainly, via adopting the method of document analysis, aims to review the reforms of the evaluation systems of teacher education in Taiwan, and then to analyze the results of evaluations in the last two cycles. In so doing, the teacher education evaluation for teachers in special education has been chosen as a case for further analysis.