開放或統制？日本師資培育的閉鎖性發展及啟示

Open or Regulation? On the Closing Development and Enlightenments of the Teacher Education System in Japan

日本在第二次世界大戰後實施的新師資培育制度，採「開放制」原理，以「大學培育」與「開放式的師培」兩原則培育中小學師資。該制度在70餘年來的發展中，儘管秉持開放制的精神，不時也出現一些鬆綁，但政府仍會以「確保教師素質」為由，透過如教育學程的課程認定等方式進行「統制」，使其成為一套游移於開放與統制之間，且同時兼具兩特性的制度。最明顯者，則是在2005年廢除師培抑制政策後，文部科學省仍然透過行政作為強化許多限制，使其重新朝閉鎖性發展。由於日本師資培育制度與我國1994年後的新制師培，在制度設計上有許多足資對照之處，因此，本文主旨乃在於藉由分析日本師培制度的發展狀況，作為共同面臨社會急速變遷下的我國師資培育革新之參考。

Japan’s new teacher education system (TES) implemented after WWII adopted the ideal of “open system” and cultivated elementary and middle school teachers based on the two principles of “university training” and “open teacher training.” This system, in the development for more than 80 years, despite the spirit of openness, some de-regulation developments have appeared from time to time, but the government still used the “ quality ensuring “ as an excuse, through such methods as the recognition of teacher education courses in universities. Carrying out “control” makes the Japan’s TES a system that moves between openness and control, and has both characteristics in the meanwhile. The most obvious example is that after the abolition of the teacher education suppression policy in 2005, the Ministry of Education, Culture, Sports, Science and Technology still used administrative measures to strengthen many restrictions and make it a closed development approach. Since Japan’s TES and Taiwan’s new TES after 1994 have many common points can be contrasted in the system design. Therefore, the purpose of this article aims to analyze the development of the Japan’s TES, and to provide some enlightenments for Taiwan’s teacher education innovations under the rapid changes in this modern society.