中西方師道的比較:四個教師專業標準爲文本的分析

Comparison of Chinese and Occidental Mentorships:Textual Analysis of Four Teachers’ Professional Standards

師道在本文内意指教師的素養,本文以臺灣、中國大陸、美國加州及英國的教師專業標準爲文本,分析中西方不同文化背景的地區對於師道的規範内涵,從中分析中西方在教師專業知識、專業能力、師德三方面的异同。本文結論主要認爲中西方在教師專業知識與能力之規範没有明顯的差异,但是對於師德的規範則有明顯的差别。大陸力求以具體完備之方式規範師德,臺灣與西方則以鼓勵教師專業成長,期望教師以自律方式輔以法律規範,以提昇專業倫理。

Taking four Teachers Standards issued by the Taiwan, China's Mainland, California of US and United Kingdom as texts to analysis, this paper tries to find out the implication of teacher literacy between Chinese and Occidental Area, with the conclusion that there are no significant difference between Chinese and Occidental areas on the teachers＇ professional knowledge and abilities, but, on the teacher moral behavior and attitudes, China's Mainland make detailed and concrete regulation to the teachers, but Taiwan, US and UK expect the teacher to demonstrate high standards way of professional development and self - regulation or act of personal and professional conduct by the within the law and the regulation which set out their professional duties and responsibilities.