國家教育研究院

　　中小學師資培育制度係我國教改浪潮中的主要改革重點之一，相關法制在朝向多元化變革之架構下，均不外期盼培育優質師資，以藉此達成其他教育改革的理想。就我國師培法制而言，既有的《師範教育法》於1994年修正名稱及全文而成為《師資培育法》，並自此邁入開放多元的師資培育模式，然因同時遭逢少子女化之現實衝擊，致使師資生畢業後的任教機會大幅緊縮，從而影響師資培育士氣及優秀人才進入中小學教育職場之意願。故於2011年之《中華民國教育報告書》中，乃將「精緻師資培育與專業發展」列入未來十年的重大教育政策之一，並預計藉由《師資培育法》之研修，落實精緻師資培育素質的行動目標。據此，本研究將針對英、法、美、德、日、韓等國之師培法規進行分析比較，期能借鏡他山之石，以分就師資生甄選、職前教育、檢定實習定位及在職進修發展等面向，對我國即將啟動的《師資培育法》修法工程提出具體建議。

　　綜合而論，本研究歸結前揭六國師資培育法規內涵及其主要特色，茲有英國之設定師資生入學標準、建置教學與學習碩士培育管道、多元教育實習制度、教師執業登記與換證制度，法國之師培碩士化與合流培育模式、非外加式職前教育實習、嚴謹的二階段教師資格檢定考試、職前企業實習或實地實習制度，美國之法律明定教師基本能力、多元化的師資培育課程、負義務之師培獎助學金制度、主管機關負有評鑑之責，德國之二階段修讀體系與雙專長課程、兼顧理論與實際之職前教育、嚴謹的二階段教師資格檢定考試、教師身分定位與試用制度，日本之寬鬆的職前教育實習與教育公務員初任實習制度、種類多樣化之教師證照、教師證照管理更新與在職進修制度、分區辦理之教師甄試、法規體系之嚴整性，及韓國之教育實習寬鬆化、教師證照多元化、結合教師在職進修之證照分級制度、封閉式之小學師資培育模式等25項。據此，渠對我國師資培育政策可供參酌之處，約可再行分項羅列如下；惟因各國國情不同，於其融入我國師培相關實定法規之際，仍須就此謹慎兼顧為宜：

　　一、立即可行性建議
（一）師資培育支持體系主軸面向：鼓勵合流培育（分類檢定）模式、主管機關應負評鑑之責
（二）師資職前培育主軸面向
1.師資職前教育課程之規劃與認定：明定教師基本能力、鼓勵師培機構規劃雙專長課程、整體課程規劃應兼顧理論與實際之融合
2.師資職前教育課程修習規定：明定師資生應具之學力門檻
3.培育優質特殊需求或特定類別教師：設定負義務之師培獎助學金制度
（三）師資導入輔導主軸面向
1.檢定考試定位與辦理單位：由考試院辦理教師資格檢定考試並適度提高難度
2.建構優質教育實習環境：整合職前課程發展多元化教育實習模式、建構「融入式
職前教育實習」與「外加式初任教師實習」之二階段實習制度
3.教師證書發給與撤銷：參照日本法明定證照管理制度
4.跨類科教師資格取得之規範：另可進一步參照韓國法明定「具有相當教學經驗之
大學相關系所專任教師」得取得中等以下學校教師證照
（四）教師專業發展主軸面向：教師執業登記制度、教師證照定期換證制度、實踐本位之在職進修教師分級制度
（五）其他議題主軸面向：明定「師資培育之大學，得辦理以培育高級中等以下學校及幼兒園師資為目的之碩士班」

　　二、對我國未來法制之中長期建議
（一）建議於法律中明確將公立學校教師定位為公務員並建置初任教師實習制度
（二）建議於教師法中明定分區辦理公立學校教師甄試之法源依據
（三）建議以彙總規範之方式訂定授權法規以強化體系嚴整性
 

　　The teacher education system was one of the major concerns of education reforms in Taiwan. Under the framework toward pluralism, related regulations have focused on developing teachers of quality, which makes it possible to achieve the goals of other education reforms. The current Teacher Education Act was renamed and reformed in 1994. It ushered the teacher education in Taiwan into an open, diverse era. However, the low birth rate has greatly minimized the opportunities for student teachers to obtain a full-time teaching position. It also lessened college students’ willingness to get into the education field. Therefore, as illustrated in the Education Report of Republic of China in 2011, refining teacher education and professional development has become one of the major education policies in the upcoming ten years in Taiwan. This study compares and analyzes the teacher education regulations in France, Germany, Japan, Korea, the United Kingdom and the United States. It aims at providing suggestions for revising the Teacher Education Act in Taiwan in terms of screening prospective teachers, pre-service education, student teaching, and professional development.

　　In this study, the contents and features of the teacher education regulations in the above six countries are explored. The United Kingdom is noted for its standards of screening prospective teachers, multiple ways of obtaining master’s degrees in teaching and learning, diverse student teaching systems, and registration of teacher certification. It is found in France teacher education at graduate schools, the model of joint training, non-additional pre-service internship, and serious two-step teacher qualification test. In the United States, teacher’s basic ability is made specific in law. It is also known for its diverse teacher education programs, the scholarship system for pre-service teachers, and the administration’s responsibility of evaluation. As for Germany, teacher education involves a two-stage system and double major, per-service teacher education that emphasizes both theory and practice, strict two-stage teacher qualification test, positioning of teachers’identity and trial system. Japan has loose internship, educational public servant trial system, various teacher’s certificates, the management of renewing teacher’s certificate, teacher’s job tests in different districts, and the completeness of the law system. In Korea, its student teaching is becoming loose, while there are a variety of teacher’s certificates. The teacher’s certificates in Korea are divided into several levels which integrates in-service teachers’further studies and a closed system of elementary school teacher education. Based on the above findings, we synthesize and list the parts that would be helpful for the teacher education in Taiwan. Considering the different cultures in different countries, we need to be selective about what to incorporate into in Taiwan. Therefore, we divided our suggestions into two categories: one with suggestions that can be put into practice immediately; the other with suggestions for the long-term development of the legal system in Taiwan.

　　I. Suggestions for immediate use
1. The framework of the teacher education system: promoting the model of joint training and evaluation by the administration
2. Pre-service teacher education
i. Pre-service teacher education should define teachers’basic abilities and encourage the development of programs emphasizing double expertise and incorporating both theory and practice.
ii. Pre-service teacher education program should set up a threshold for per-service teachers to possess certain academic abilities to graduate.
iii. Develop teachers for special need students or for other specific need by setting up a system of scholarship
3. Pre-service counseling
i. The Examination Yuan could be in charge of the teacher certification tests and make it more challenging.
ii. A good student teaching environment could be built by integrating pre-service teacher education courses to develop a multicultural education student teaching model. Also, a two-stage student teaching system can be carried out by establishing integrative student teaching within pre-service teacher education and a trial period for first-year teacher.
iii. The issuing and cancellation of teacher’s certificate can refer to the management of the certification in the law in Japan.
iv. Regulations regarding interdisciplinary teacher’s certificate can be established by referring to the law in Korea where full-time faculty in universities can obtain middle school or elementary school teacher’s certificate.
4. Professional development: the registration of teacher’s certificate, regular renewal of teacher’s certificate and in-service teacher’s professional development
5. Other issues: teacher colleges should be able to offer graduate programs aiming at developing teachers of different levels of schools

　　II. Suggestions for long-term legal development
1. Make it specific in law that public school teachers are public servant and a trial internship system should be built.
2. Job tests for public school teaching positions should have their basis in related teacher law.
3. A reinforced legal system can be achieved by integrating the related law to determine the authorization.