| 摘要: | 本研究係以我國師資培育政策為個案，從政策執行評估的角度觀之，探討我國師資培育執行機構落實各階段師資培育政策程度及我國各階段師資培育政策的執行成效。此外，並根據研究結果提出建議，以期提供相關單位未來作為師資培育政策之參考。
在個案部分，本文經參閱與本個案相關之政府出版品、計畫報告，以重要事件發生為區分點，將國內師資培育政策分為政府解除戒嚴時期、師資培育法推行時期、教育改革開放時期、師資培育法修正時期及教師檢定考實施時期五個階段，並分別敘述與比較各階段中各師資培育政策歷經多元師資培育管道、確立專門學分認定、確定領域課程設計、具體實施實習制度、落實輔導學生措施及實施評鑑制度作用的轉折。
理論部分則從政策執行評估理論相關文獻中，歸納政策執行評估的意義、功能、重要性與類別，並探討影響政策執行評估的因素，說明本研究所採取的政策對應性、普及度及貫徹度三項指標。
由本文除進行個案研究分析外，並運用質性研究訪談分析法進行驗證理論。以政策對應性、普及度及貫徹度三項指標探討師資培育政策執行成效，並提出研究發現與建議。
The study evaluates the Teacher Education policy, implemented in Taiwan and discusses the effects that policies have applied in different phases. Moreover, the study points out several suggestions for the future research, according to the findings.
The main references of this study are published by the government, and are presented in five sections based the five key events: (1) the period after the abolition of martial law; (2) the period that Teacher Education Policy had been implemented; (3) the period of educational policy evolution; (4) the period that reediting of Teacher Education Law and (5) the period that Teacher Certification had been implemented. Besides, this study also applies the method of comparison, from the perspectives of multiple approaches to educate teachers, cognizance of expert course, design of area course, the administration of intern system concretely, the measurements to assist student and evaluation system.
The main theory in this study is policy evaluation, concerning its conception, function, importance and type. Furthermore, it also discusses the influential factors of policy evaluation, to explain three indexes: integration, scope, capacity.
The study also conducts a qualitative research by analyzing the data obtained from the depth interviews. The evaluation of the effect of Teacher Education Policy is based on the three indexes: integration, scope and capacity. Finally, the study provides some findings and suggestions for the future study are provided. |
