台湾创意师资培育的发展脉络分析.PDF

E 晶晶 臺灣創意師資培育的發展脈絡 分析 美國愛荷華大學教育心理學@郭奕龍@博士生 國立臺灣師範大學特殊教育所@鄒小蘭@博士候選人 摘要 自 2002 年教育部公布之「創造力教育白皮書」揭棄我國打造創造力國度 (Republic of Creativity )之願景，而創意教師師資培育則不官為此願景之基礎建 設。本文試著將我國政府遷臺後至今之創意師資培育發展分為三個不同階段:第 一階段為「政策宣示暨萌芽時期J (1949 年--1993 年)第二階段為「研究反思 暨試驗時期J (1994 年--2002 年) ;第三階段為「蓬勃發展暨深耕時期J (2003 年~至今)。每一階段均探討當時創意師資培育之政策或概況，並提出現今創意 師資培育的特色有三(一)創意師資培育從政府部門主導轉向政府部門與學術 界共同合作(二)企業界體認創造力教育之重要性並積極與學衛界進行創意師 資培訓及提升學生創造力之產學合作計畫; (三)點(單場研習)、線(連續數 天的工作坊)、面(長期系統性的培訓1)的創意師資培育措施並存。文末提及創 意教師的角色正是點燃學生創意的火種，唯有當教師教學充滿創意並願意成為一 位創意人時，學生便會因為老師的身教而深受感動，進而願意踏出嘗試創意的第 一步，也方能實踐「多采多姿、生動活潑」的教育目標! 關鍵詞:創意教師、創意教師師資培育、師資培育 實130.宮博制伍捨玖毒草壹期 臺灣創意師資培育的發展脈絡分析 The Development of Teacher Education for Creative Teachers Yi-Lung Kuo @ Doctoral student, Depa此ment of Educational Psychology, University of lowa Shiao-Lan Tsou @ Doctoral Candidate , Department of Special Education , National Taiwan Normal University In 2002 the Ministry ofEducation issued aWhite Paper on Creative Education which envisions a “Re- public of Creativity. Teacher education for training creative teachers has been a significant part of this vision. This article discusses the three stages ofTeacher Education for Creative Teachers (TECT) that have existed 企om 1949 to the present: (a) the initial stage,beginning 企om when the nationalist government was established in Taiwan and many new policies were being developed (1 949-1993); (b) the growth stage, which includes many experimental developments in educ的ion (1994-2000); and (c) the establis恤ent stage, when coo