美國教師證照制度探析：以華盛頓州和威斯康辛州為例

An Exploration of Washington and Wisconsin’s K-12 Educator Licensing Processes and Implications for Taiwan

如何提升教師的專業發展與教師品質，一直是教育行政管理與教育政策的重要課題。而透過教育證照的控管，政府可以有效地掌握當前的教師品質，並且確保教育的基本水平。美國作為一個由50個州所組成的國家，不存在全國統一的美國教師證照考核制度，各州因地制宜以及因應該州的需求而彈性調整，凸顯其地方在地自主的特色。本文將以華盛頓州和威斯康辛州為例，藉由兩州當前的教師證照制度的實施情形，體現出美國在各州教師證照制度的多元化，並期以其制度的設計與更新，提供臺灣未來教師證照制度之參考。

Researchers in the fields of education administration and education policy have always discussed ways to strengthen teachers’ professional development and improve teacher quality. Through setting the requirements for K-12 teachers’ licensure, the government can effectively manage the current quality and ensure the minimum standards of teachers. As a country composed of fifty states, the United States does not have a nationally unified teacher certification system. Each state has its teacher licensing system with the flexibility to adapt to the state’s needs. This article strives to highlight the characteristics of two teacher certification systems in the states of Washington and Wisconsin. Through the discussion about the design and requirements of the teacher licensing processes in both states, this article provides additional insights for educators in Taiwan to rethink and possibly update the local teacher certification system.