1994年之后师资培育课程历史变迁之研究以师资培育学系.PDF

1994年之後師資培育課程歷史變遷之研究：以師資培育學系為例 1994年之後師資培育課程歷史變遷之 研究：以師資培育學系為例 楊智穎 屏東教育大㈻教育㈻系副教授 摘 要 本研究旨在透過系統論，並輔以路徑依循的觀點，針對1994年「師資 培育法」通過後，各大學師資培育學系的課程變遷歷史進行探究。為達上述 研究目的，本研究採用文獻探討、文件分析及訪談等方法。經由本研究的進 行，發現國內師資培育學系內部課程變遷同時受到不同深度與廣度之內外動 因的影響，各師資培育學系面對社會變遷所進行的課程改革途徑主要針對課 程目標、課程結構與組織、課程分流及學生畢業路徑等面向，各師資培育學 系課程變遷的歷史軌跡係呈現課程觀的轉變及路徑依賴的現象。最後，本研 究再根據上述研究發現，進一步省思國內師資培育課程變遷所產生的問題與 限制，及提出結論與啟示。 關鍵詞：師資培育課程、師資培育學系、課程變遷 教育研究與發展期刊（第六卷第一期） 2010.03 39 Journal of Educational Research and Development 1994年之後師資培育課程歷史變遷之研究：以師資培育學系為例 A Study of the Historical Changes of the Teacher Education Curriculum Since 1994: Taking for Department of Teacher Education as an Example Jyh-Ying Yang Associate Professor, Department of Education, National Pingtung University of Education Abstract The study aims to explore the historical changes of the teacher education curriculum. Systematic theory and path dependence perspective are used to analyze the historical changes of the teacher education curriculum. In order to correspond the purposes of the study mentioned above, the study proposes to adopt the relative study methods included literature review, document analysis and individual interview. There are mainly two parts in the articles: one is to analyze the historical context and influential factors of teacher education curriculum change, the other is to discuss the problem and limitation of teacher education curriculum change. Finally, the implications for research and practice are provided. Keywords: teacher e