以「社會責任」為名之師資培育：挑戰與因應

Teacher Education Under the Name of “Social Responsibility”: Challenges and Responses

「社會責任」已成為近年國內大學教育改革的重要方向，而這股改革潮流更延燒到師資培育，教育部於2023年將「社會責任」整合為師資培育改革的一個推動要項。雖然以「社會責任」為名的師資培育已受到官方重視，但其理念或概念內涵並不明確，特別是面對新的社會環境，欲發展具社會責任取向的師資培育，究竟需要何種新的典範、觀點或願景，實有必要了解。基於此，本研究首先針對師資培育社會責任的概念進行辨析。其次，探討過去師資培育社會責任的實踐經驗。接下來，針對可能面臨的挑戰進行分析，包括：一、師資培育者推動師資培育社會責任所需的專業能力；二、師資培育大學的組織型態與培育方式；三、師資培育大學中的工具化與技術化文化。最後，本研究再綜合上述分析結果，提出未來可茲努力的建議，包括：一、為師資培育開展可能的論述；二、嘗試發展地方為本的師資培育社會責任改革方案；三、不斷地檢視師資培育USR實施過程中的陷阱。

“Social responsibility” has become an important direction of domestic university education reform in recent years, and this trend of reform has extended to teacher education. Currently, the ministry of education have integrated “social responsibility” into the project of teacher education reform in 2023. Although the teacher education in the name of “social responsibility” has received official attention, its concept or concept connotation is not clear, especially in the face of the new social environment, what new models, viewpoints or visions are needed to develop teacher education with social responsibility. Based on the above, this study focuses on the following three aspects. Firstly, the study analyses the concept of social responsibility of teacher education. Secondly, it discusses the practical experience of teacher education with social responsibility. Finally, the possible challenges are offered, including: (1) the professional competence required by teacher educators to promote the social responsibility of teachers education, (2) the organizational style and teacher methods; and (3) the instrumentalization and technology of teachers education. According to the analysis results above, this study puts forward some suggestions for future efforts, including: (1) constructing possible discourses for teacher education, (2) developing a place-based teacher education program with social responsibility, (3) constantly examining hidden problems in the process of promoting teacher education with social responsibility.