National Academy for Educational Research

　　行政院教育改革委員會在 1996 年提出的教育改革總諮議報告書，對我國多 元師資培育政策有許多的興革建議，本文旨在探討此一影響我國教育頗為深遠的 諮議報告書，經過20 多年後，在師資培育方面有了哪些改革﹖產生些什麼效益﹖ 又衍生哪些爭議﹖未來因應策略為何﹖

　　本文採電話訪問法進行研究，研究發現這20 多年來，教育部有關師資培育 的改革政策大致遵循總諮議報告書的內容在進行改革，已有許多成效，但也衍生 許多爭議。在改革效益方面﹕主要如下：(一)為中小學教育培育充沛的師資﹔(二) 培養具有專業而多元的高級中等以下學校教師﹔(三)實施教師檢定考試具有全 面管制師培生素質的效益﹔(四)推動師資培育中心評鑑具有提升師培機構品質 的效益﹔（五）師範院校徹底轉型和整合﹔（六）各校院師資培育課程各有特色 ﹔（七）教師進修管道多元且普遍﹔（八）實習制度有效結合理論與實務。在爭 議方面，主要如下：(一)供需失衡所引起的爭議﹔(二)逐年遞降的準教師在職率 引起爭議﹔(三)先教檢後實習或先實習再教檢的爭議﹔(四)公費或自費培育的爭 議﹔(五)過多流浪教師引發師培生學習動機低落的爭議﹔（六）教育學程設立缺 少認證機制，評鑑客觀性引發爭議﹔（七）法令變動頻繁，實習制度變來變去的 爭議﹔(八)整體中小學師資素質有下降虞慮的爭議。本文最後歸納三點結論， 三項未來改革建議供參考。

　　In 1996 the Education Reform Committee of the Executive Yuan advanced Reports on Educational Reforms in which there were many suggestions for our nation’s policy of multiple-way teacher’s cultivation.This article aims to research how this influential report had made an impact on our teacher’s cultivation after more than two decades since its release. What are its effects? What controversial issues does it lead to? And what are the future strategies?

　　This article adopts the research method of the telephone interview. It is found that in the recent two decades the reform policy about the teacher’s cultivation has been almost in line with the Reports on Education Reforms, yielding many fruits, also leading to many controversies. In terms of the reform effects, they can be stated as follows. 1. Producing abundant resources of teachers for the elementary and middle schools. 2. Cultivating professional and pluralistic teachers for the elementary and middle schools. 3. Implementing teachers’ evaluation exam can control and guarantee the quality of the teacher trainees. 4..pushing for the evaluation of the teachers training centers can elevate the quality of the teachers training institutions. 5. Teachers colleges and universities are overhauled and incorporated. 6. The curriculum of teachers training of each school has its own specific features. 7. The channels for teachers’study become common and pluralistic. 8. The intern system effectively combines theory and practice. On the other hand, in terms of controversies, it can be stated as follows. 1. Controversies about the imbalance between supply and demand. 2. Teachers-to-be which have decreased in number year by year has a controversial ratio of being placed on the work filed. 3. The controversial about the sequential order of teachers’evaluation and intern. 4. Controversies about self-paid cultivation and government-paid cultivation. 5. A large number of stray teachers leading to the low motivation of teacher trainees. 6. Educational curriculum lacks the certifying system, and the evaluation lacks objectivity. 7. Related laws are changed too frequently, and the inter system has been changing. 8. Overall, the quality of the teachers has been lower than ever before. Finally, this article comes to three conclusions, which can serve as references for future reforms.