生態互動觀點下臺灣師資培育政策治理的歷史回顧與未來展望

Retrospective and Perspective on Policy Governance of Taiwan’s Teacher Education: An Ecological Interaction Perspective

自1994 年《師資培育法》施行以來，臺灣師資培育政策治理已歷經1994 年模式轉變、2002 年質量調控及2017 年後體制調整三階段。然而既有研究多偏重單一角度，難以揭示政策演變背後的多重影響與互動關係。爰此，本研究以Bronfenbrenner 生態系統理論為出發點，關注生態互動與動態調適，將師資培育政策視為一個由外部條件、治理協調與現場實踐所構成的動態互動系統，透過政策文本與相關研究成果，探討政策治理的歷史發展與演化規律。研究發現，臺灣師資培育政策治理在數量與品質雙軸線上，是由國際趨勢、多方利益博弈、政府主導的治理邏輯、師資培育之大學專業自主，以及政策回饋機制等多重因素交互形塑而成。基於此，本研究提出未來發展方向，包括深化對國際經驗的理解與內化、推動多元協作的網絡治理、強化師資培育之大學的專業自主與差異化發展，並運用數據科技構建動態回饋機制，以提升臺灣師資培育政策治理的韌性與永續性。

Since the Teacher Education Act of 1994, Taiwan’s teacher education governance has progressed through three phases: institutional liberalization (1994), quality and quantity regulation (2002), and structural adjustment (post-2017). Previous studies have often adopted single perspectives, overlooking the multi-level interactions that shape policy change. Building on Bronfenbrenner’s ecological systems theory, this study advances an ecological interaction perspective, viewing teacher education governance as a dynamic system integrating external conditions, governance coordination, and practical enactment. Through analysis of policy documents and research, it explores the historical development and evolving logic of teacher education governance in Taiwan. The study finds that the governance of teacher education in Taiwan is shaped by the interaction of multiple forces– including international trends, multi-actor interest negotiations, a government-led governance logic, limited institutional autonomy in teacher-education universities, and the persistent lack of an effective policy feedback mechanism– along the dual axes of quantity and quality. This study proposes future development directions: deepening the understanding and internalization of international experience, promoting multi-faceted collaborative network governance, strengthening the professional autonomy and differentiated development of universities in teacher training, and utilizing data technology to construct a dynamic feedback mechanism to enhance the resilience and sustainability of Taiwan’s teacher education policy governance.