全國性及跨國性觀點的師資培育：做為歐盟教育目標的能力與公民身分發展：以丹麥為例   免費試閱

Teacher Education in a National and Trans-National Perspective Competence and Citizenship Development as European Union Educational Aims– and the Special Case of Denmark

本篇文章是有關歐盟及其中一成員國師資培育派典之研究。文章首段將簡要描述現代社會的三個面向，包括承諾、機構化和風險。本文將選擇兩項教育理論中的經典立場，來呈現現代教育衝突的不同觀點，並為接下來所要討論的師資培育政策派典提供基礎。在簡短的歷史說明中，將確認丹麥師資培育的基本立場。再繼續往上至歐盟層級，則顯示了勝任能力發展和公民教育的雙重派典，迎合了歐盟教育政策的官方目標。在這種背景及教師專業知識相關研究結果之下，本文將呈現歐盟對教師能力的描述，並將之與最新的丹麥教育改革中之教育思考進行比較。研究顯示基礎的派典是相似的，但也發現了重要的差異及模稜兩可之處。

The present article is concerned with the paradigms of teacher education in the European Union and one of its member states. As a point of departure three dimensions of modern society are briefly sketched: its promises， institutionalization and risks. Two classical positions in educational theory are chosen to present different perspectives on educational conflicts of modernity and set the stage for the subsequent discussion of the paradigms of teacher education policy. In a brief historical account， basic positions in Danish teacher education are identified. Moving on to the European Union level， it is shown that a dual paradigm of competence development and citizenship education catches the official goals of European Union educational policy. Against this background as well as a few results from research into teacher expertise， the European Union description of teacher competence is presented， and the educational thinking of the latest Danish teacher education reform is compared to it. It is shown that the basic paradigms are alike; but important differences and ambiguities are identified.