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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31186

    Title: 臺灣師資培育政策發展及因應之研究
    Other Titles: The comparative study about the Taiwanese teacher education policy development.
    Authors: 黃惠秀;Huang, Hui-shiu
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊國賜;Yang, Kuo-shih
    Keywords: 師資培育政策;封閉政策;開放政策;折衷政策;Teacher training policy;Closure policy;Open policy;Compromise policy
    Date: 2008
    Issue Date: 2010-01-11 00:22:22 (UTC+8)
    Abstract: 本研究之主要目的有五:一、瞭解台灣師範教育的沿革與發展;二、探究歐美國家師資培育政策發展之特色;三、探討台灣師資培育政策發展的轉型過程;四、分析台灣師資培育政策發展面臨的問題;五、探究台灣師資培育政策發展的因應措施及成效。
    一、 面對全球化衝擊應重視師資培育政策轉型之利基。
    二、 須進行長遠規劃以利師資培育政策之健全發展。
    三、 檢討師資培育政策發展應充分反映社會現象及市場之需求。
    四、 參酌歐美等國家師資培育政策發展之特色及經驗,以提升師資培育素質。
    一、 對中央主管教育行政機關之建議
    According to the subject of this study, the main purposes were as follows:
    1. To understand the history and development of Taiwanese teacher education.
    2. To research the characteristics of the western teacher education policies and development.
    3. To discuss the transforming process of Taiwanese teacher’s education policy development.
    4. To analyze the problems of the current Taiwanese teacher education program.
    5. To explore the effectiveness of the Taiwanese teacher education program and policy development.
    In order to achieve the above purposes, this study used document analysis and
    expert forum to clarify and compare the Taiwanese teacher education policies and development.
    Firstly, through the research of literature collection, specifically based on the development of Taiwanese teacher education’s background, development of history, policy, related-problem and related match factors with explanations, followed by an expert forum. Lastly, from the comprehensive document analysis and information from the expert forum, the conclusions of the study were as follows:
    1. Due to the impact of the globalization, importance should be attached to teacher education policy restructuring niche.
    2. To carry out long-term planning to help improve teacher education policy development.
    3. Review of teacher education policy development should fully reflect social phenomena and the market needs.
    4. Refer to Europe and the United States and other countries teacher education policy development, characteristics and experience to enhance the quality of teacher education.
    The recommendations made from the conclusions were as follows:
    A. Recommendations for the Central authority of the Education administration:
    1. To review and restructuring with a view to build a whole, advanced and professional teacher training system.
    2. To establish a long-term supply and demand of teachers and teacher evaluation mechanism of human resources of effective supervisory mechanisms.
    3. To build the specific planning of a “Professional standards-based” teacher education policy development platform.
    B. Recommendations for the teacher education institutes:
    1. To build a teacher education institution with a “The Best” attitude.
    2. To let teacher training institutions plan and develop professional education-related courses.
    3. To provide sustainable development of professional education environment for teacher training institutions.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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