教育實習制度定位問題與改善策略之研究

A Investigate of the Positioning Problems and Improvement Strategies of the Educational Practice System

本文從師資培育法之教育實習制度的沿革，探討實務上教育實習定位的問題及精進的方式。在師資培育的過程中，教育實習階段主要是讓師資生在邁入正式教職前，了解教學現場的各種情形，透過理論與實務的碰撞反思，做好成為一位教師的準備。為規範教育實習內容、程序與權利義務等，教育部依《師資培育法》第10條規定，於2018年訂頒《師資培育之大學及教育實習機構辦理教育實習辦法》，該辦法第2條用詞定義實習學生為修習半年全時教育實習之學生；惟2017年《師資培育法》修法後，已將教育實習設定為教師資格檢定的一環，並非師資職前教育課程的範疇，然而，實習定位仍是實務現場一直探討的問題。本文主要分析《師資培育法》之實習定位、內涵及變遷，衡酌現行法制與實習制度的問題，建議中央主管教育行政機關運用積極策略吸引優秀學生加入師培行列、落實優質實習機構認證，並賦予實習學生更多的權利，藉以提升教育實習的品質，縮短理論與實務間的差距。

The thesis aims to study the history of Teacher Education Act and its regulations, and focus on the problems of internship position. The purpose is to find out how to improve the practical education training system. In the process of teacher training, the practical education training stage is mainly for students to understand the various teaching situations before being a teacher through the collision and reflection of theory and practice. In order to standardize the content, procedures, rights and obligations of practical education training, the Ministry of Education, Taiwan promulgated the “Regulations governing the provision of practical education by universities that offer teacher training programs and institutions where practical education training can be undertaken” in accordance with Article 10 of the “Teacher Education Act” in 2018. According to Article 2 of the regulations, the interns were defined as full-time students for half a year; however, after the revision of the “Teacher Education Act” in 2017, “Practical Education Training” had been set as a part of teacher qualification verification, not the scope of pre-service education programs. Thus, internships position and role were still an issue that had been discussed in the field of practice. This study investigated of analyzing the orientation, connotation, and changes of internships in the “Teacher Education Act”, weighs the problems of the current legal system and the practical education training. Based on the finding, three recommendations were made. First, the Ministry of Education, Taiwan could use positive strategies to attract outstanding students to join the ranks of teacher training. Second, the Ministry of Education, Taiwan could implement the certification of high-quality internship institutions to improve the quality of internships. Third, the Ministry of Education, Taiwan could empower intern students to reduce the gap between theory and practice.