教師專業倫理思辨：師資培育者的省思

Teacher Professional Ethical Reasoning: A Teacher Educator’s Reflection

何以即使臺灣在升學制度與考試內容改變、教學現場翻轉教學的見證，以及國際競爭與教育新趨勢的情況下，師資生與許多教師仍然傾向以考試與升學導向為主的傳統教學模式，迴避最新的教育改革？本文以師資培育者的角度，描述教學現狀，主張師資培育過程中應藉由理解教育改革的脈絡與本質、釐清教師專業內涵，引導師資生進行專業倫理的思辨，以喚醒師資生自主的能力來為學生的福祉而努力。

Why do preservice teachers and school teachers incline to continuing the traditional lecture-based instruction in the face of reform, even when changes in entrance examinations, calls from classroom teachers to transform traditional instruction to student-centered instruction, and global competition. This article describes from a teacher educator’s perspective, the current situation in teacher education, and suggest that teacher educators should aim at cultivating preservice teachers’ professional ethical reasoning ability by helping them understand their role as agents in the history of educational reforms and the nature of their profession, so that their professional autonomy may be fostered for the welfare of their students.