期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(2)六月刊(本期專題:師資培育:檢討、成效與前瞻)

(專題)實地學習:銜接師資培育理論與實務的藥方? 作者:符碧真(國立臺灣大學師資培育中心)、黃源河(明道大學課程與教學研究所)

卷期:61卷第2期
日期:2016年6月
頁碼:57-84
DOI:10.6209/JORIES.2016.61(2).03

摘要:
教育理論與實務的落差,是師資培育長久未解的問題。我國於1995年施行《師資培育法》迄今,理論與實務間的連結,未見明顯改善。一項有15國參與的跨國評比指出,我國國中、小學實習教師認為大學所學與中、小學現場的契合度,分居倒數第三及第二名。近年來教育部推動「實地學習」,期能縮短理論與實務的落差,增加師資生實務教學能力。本研究指出「移植西方理論」及「技術理性」的師資培育模式,帶來我國師資培育理論與實務的雙重鴻溝。實地學習政策如未能對症下藥,恐難發揮效果。本研究提出「建構包含儒家文化的理論模型」及採取「務實師資培育模式」,以縮短雙重鴻溝,希望引發討論,為長久的沉痾找出解決之道。

關鍵詞:師資培育、務實師資培育、理論與實務、實地學習

《詳全文》 檔名

參考文獻:
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中文APA引文格式符碧真、黃源河(2016)。實地學習:銜接師資培育理論與實務的藥方?。教育科學研究期刊61(2),57-84。doi:10.6209/JORIES.2016.61(2).03
APA FormatFwu, B.-J. & Hwang, Y.-H. R. (2016). Field-Based Experience: A Solution for the Theory-Practice Divide in Teacher Education?. Journal of Research in Education Sciences, 61(2), 57-84. doi:10.6209/JORIES.2016.61(2).03

Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(2)】June (Special Issue: Teacher Education: Reflection, Effect, and Prospect)

(Special Issue) Field-Based Experience: A Solution for the Theory-Practice Divide in Teacher Education? Author: Bih-Jen Fwu(Center for Teacher Education, National Taiwan University), Yuan-Her Robin Hwang(Graduate Institute of Curriculum and Instruction, MingDao University)

Vol.&No.:Vol. 61, No. 2
Date:June 2016
Pages:57-84
DOI:10.6209/JORIES.2016.61(2).03

Abstract:

The theory-practice divide has been a long-standing concern in the field of teacher education. This concern has not been addressed in Taiwan since the promulgation of the Teacher Education Act in 1995. An international comparison study reported that the degree of the theory-practice divide in Taiwanese teacher education was the largest of the 15 participating countries. To narrow the divide and enhance student teachers’ practical abilities, the Taiwanese Ministry of Education has recently launched a policy of promoting field-based experience. The present paper argues that the theory-practice divide originated from the transplantation of Western theories and the teacher-training model of technical rationality. If field-based experience cannot address these causes, it is not a solution for bridging the theory-practice divide. This paper proposes establishing Confucian-culture-inclusive theory and implementing more realistic teacher education practices to narrow the divide between theory and practice. These actions are proposed to promote discussion about the solutions to this long-standing problem.

Keywords:teacher education, realistic teacher education, theory and practice, field-based experience