1994年后我国台湾地区教师教育质量保障机制的演进

Development of Teacher Education Quality Assurance Mechanisms in Taiwan Since 1994

随着各国(地区)教师教育机构的多元化发展,教师教育质量保障机制已由机构保证转向制度管理。为了提升教师素质、确保教育质量,我国台湾地区实行了教师教育机构认证和教师资格证书制度,以排除不具备教师资格者,形成"社会藩篱",使教师的专业性被社会所信任。研究以历史发展为脉络,以"社会藩篱"论(建立社会信任)为依据,探究台湾地区教师教育质量保障机制中机构认证和教师资格证书制度的发展历程。由此可知,质量保障机制与教师数量的扩张和紧缩有关,并随社会变迁而发生变化。教师教育质量保障机制应以师范生学习成效为核心,通过多元的评价方式考核师范生真实的教学能力。

With diversified development of teacher education institutions in different countries, the teacher education quality assurance system has transformed from "institution assurance" to "policy management". In order to improve the quality of teachers and education with "social closure", institution accreditation and qualification certification have been developed in Taiwan."Social closure" can improve professionalization of teachers through "eliminating" non-qualified persons. Based on "social closure theory", this research explores the process of teacher education quality assurance system in Taiwan. We claim that teacher education assurance system is related to expansion and contraction of numbers of teachers, and to social development. The core aim of teacher education quality assurance should be student teachers performance and effectiveness which is evaluated by diversified strategies.