臺灣師資培育的歷史回顧與展望：品質持續提升

The History and Prospects of Teacher Education in Taiwan: Continuous Quality Improvement

臺灣的高級中等以下學校師資培育，自1994年2月公布施行《師資培育法》後，便從一元、計畫制的師範教育，邁向多元、儲備制的師資培育，並以個人自費為主、甄選制的師資培育取代政府公費、分發制的師資培育。歷經二十多年的發展，其招生甄選、培育過程、實習方式與初複檢制度已經過多次變革，而為提升師資培育的品質，教育部除了控管培育的數量外，也推出素質提升、卓越發展、獎助學金、成效評鑑與證照檢核等計畫。本文先探討臺灣師資培育的歷史發展，再從品質持續提升的觀點檢視其品質提升方案，歸納過去培育制度的問題與困境，提出未來發展的建議，做為政策規劃之參考。

When the government revised the original Normal Education Law of 1979, renaming it the Teacher Education Act of 1994, the teacher education system entered a stage of diversification. The education courses have shifted from the planned type to reserve type. Implementation methods have shifted from government funding for prospective teachers to private funding with government grants. More than 20 years after teacher education reform was promoted, direction of teacher education has been changed. To guarantee the quality of teachers, the Ministry of Education began by controlling the quantity of teacher education, announcing the Enhancement Programme for teacher education, increasing institutional evaluation and assessment, and promoting credit chart for trainee teachers. This article firstly inquired the history of teacher education in Taiwan. Secondly, quality improvement plans and controversy of teacher education basing the concept of Continuous Quality Improvement were analysed. Finally, feasible suggestions giving insight into teacher preparation policymaker were described.