中央集權與教育市場:英國師資培育制度變革之探究

State Centralization and Market Mechanisms:The Teacher Education Reform in England and Wales

李奉儒
Feng-Jihu Lee


所屬期刊: 第4卷第1期 「師資培育」
主編:中正大學教育學院講座教授
楊深坑
系統編號: vol012_03
主題: 師資培育
出版年份: 2008
作者: 李奉儒
作者(英文): Feng-Jihu Lee
論文名稱: 中央集權與教育市場:英國師資培育制度變革之探究
論文名稱(英文): State Centralization and Market Mechanisms:The Teacher Education Reform in England and Wales
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 28
中文關鍵字: 英國師資培育制度、國家管理、中央集權、市場機制
英文關鍵字: British teacher education system, state steering, centralization, market mechanisms
服務單位: 國立中正大學教育學研究所教授
稿件字數: 28213
作者專長: 教育哲學、批判教學論、道德教育、後設倫理學、比較教育理論
投稿日期: 2008/1/31
論文下載: pdf檔案icon
摘要(中文): 本研究首先運用歷史研究法和文件分析法,以掌握英國師資培育制度的歷史變革。其次,藉由哲學研究法分析批判國家管理與市場機制這兩種主導因素對於師資培育制度變革所產生的影響。
本研究之具體目的如下:
1.探究國家管理對於師資培育制度的影響;
2.探究市場機制對於師資培育變革的影響;
3.分析國家管理、市場機制與師資培育制度變革的關係;
4.分析國家管理、市場機制與教師資格取得方式的關係。
本研究之主要發現如下:
1.中央集權的國家角色對於英國師資培育制度變革的影響,首先是重新界定師資培育的目標,其次透過各種新設機構來主導與控制師資培育課程內容和合格教師資格的取得。
2.市場機制對於英國師資培育制度變革的影響,彰顯在師資培育課程市場化、中小學校師資需求市場化、以及日益傾向學校本位的師資培育模式。
3.中央集權與市場機制對於師資培育學程的管制與影響,最終發展出「師資職前培育國定課程」,並開放師資培育的多元管道和機構,以培養出國家認可且具備良好素質符合市場需求的新教師。
4.中央集權與市場機制對於教師資格取得方式的影響是使教師資格取得方式更為彈性,但國家也明訂教師資格的取得必須通過全國性的技能檢定。
摘要(英文): In order to understand changes and reforms in the British teacher education system, this research first of all employs historical method and document analysis to study background influences from politics, economy, culture and society. Secondly, by means of philosophizing, this research analyzes the role of the state and market mechanisms, both of which dominate the reform and transformation of teacher education systems.
The following are the main findings of this research:
1.The influences of state centralization on the reform of teacher education system include the re-definition of the purposes of ITT and the control of ITT through specific agencies such as CATE , TTA and TDA.
2.The influences of market forces on teacher education reform are well exampled from the marketization of ITT programs, and of the market need of school teachers, and the inclination to school-based ITT.
3.The relationship between state centralization, market mechanisms and teacher education programs led to the enactment of ITT national curriculum and diverse ways to training the NQTs.
4.The relationship between state steering, market force and the award of Qualified Teacher Status resulted in flexible methods for getting QTS, who must pass the national skills test as a precondition.
參考文獻: 李奉儒(2006)。我國中小學教師評鑑機制規劃之芻議:英國的經驗與啟示。教育研究與發展期刊,2(3),193-216。
康萃婷、李奉儒(2007)。英國2005-2011之合格教師地位授予的師資職前培訓視導架構。比較教育,63,192-212。
教育部(2006)。中華民國師資培育統計年報。台北:作者。
陳奎?(1977)。英國師範教育之現況與發展趨勢。教育資料集刊,2,117-134。
楊瑩(1989)。英國小學師資培育制度。載於中華民國師範教育學會(主編),各國小學師資培育(頁97-168)。台北:師大書苑。
楊深坑(2002)。從專業理念的新發展論我國師資培育法之修訂。教育研究月刊,98,79-90。Adams, Anthony & Tulasiewicz, Witold (1995). The crisis in teacher education: A European concern? London: The Falmer Press.
Adelman, Clem (1986). Teacher education in England and Wales: the past 20 years. European Journal of Education, 21 (2), 175-179.
Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.
Apple, M. W. (2001a). Educating the "right" way: Markets, standards, god, and inequality. New York: Routledge Falmer.
Apple, M. W. (2001b). Market, standards, teaching, and teacher education. Journal of Teacher Education,52(3). 182-196.
Bell, A. (1981). Structure, knowledge and relationships in teacher education. British Journal of Sociology of Education, 2(1), 3-23.
Bridges, E.M. (1993). The incompetent teacher: Managerial responses: A revised and extended edition. The Standford Series on Public Policy. Bristol: Falmer Press.
Buchberger, F., Campos, B.P., Kallos, D. & Stephenson, J. (Eds.) (2000). Green paper on teacher education in Europe: High quality teacher education for high quality education and training. Umea, Sweden: TNTEE.
Dale, Roger (1989). The state and education policy. Milton Keynes: Open University Press.
DES (1972). Teacher education and training (The James Report). London: HMSO.
DES (1983). Teaching quality. London: HMSO.
DES (1984). Initial teacher training: Approval of courses (Circular 3/84). London: DES.
DES (1988). Education Reform Act 1988. London: DES.
DES(1989a). Qualified teacher status: A consultation document. London: HMSO.
DES(1989b). Initial teacher training: Approval of courses (Circular 24/89). London: HMSO.
DES(1992). Initial Teacher Training of Secondary School Teachers. (Circular 9/92). London: HMSO.
DfE (1993a). The government’s proposals for the reform of initial teacher training. London: DfE.
DfE (1993b). The Initial Training of Primary School Teachers: New Criteria for Courses (Circular 14/93). London: HMSO.
DfE (1994). Reform of initial teacher training: A consultation document. London: HMSO.
DfEE (1997). Circular 10/97: The initial teacher training national curriculum. London: DfEE.
DfEE (1998a). Teachers: Meeting the challenge of change. London: SO.
DfEE (1998b). Circular 4/98: Requirements for courses of initial teacher training. London: DfEE.
DfEE (1998c). Teaching and Higher Education Act 1998. London: SO.DfES (2005). Education Act 2005. London: DfES.
Ferlie, E., Pittigrew, A., Ashburner, L. & Fitzgerald, L. (1996). The new public management in action. Oxford: Oxford University Press.
Furlong, John (2001). Re-forming teacher education, re-forming teachers: Accountability, professionalism and competence. In R. Phillips & J. Furlong (Eds.), Education, reform and the state: Twenty-five years of politics, policy, and practice (pp.118-135). London: RoutledgeFalmer.
Furlong, John (1994). The rise and rise of the Mentor in British initial teacher training. In R. Yeomans & J. Sampson (Eds.), Mentorship in the primary school (pp.6-18). London: Falmer.
Furlong, John (2005). New labour and teacher education: the end of an era. Oxford Review of Education, 31(1), 119-134.
Furlong, John; Barton, Len; Miles, Sheila; Whiting, Caroline; and Whitty, Geoff (2000). Teacher education in transition: Re-forming professionalism? Buckingham: Open University Press.
Furlong, John & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London: Routledge.
Gilroy, Peter (1998). New labour and teacher education in England and Wales: the first 500 days. Journal of Education for Teaching, 24 (3), 221-230.
Hartley, David (1998). Repeat prescription: The National Curriculum for initial teacher training, British Journal of Educational Studies, 46(1), 68-83.
Hatcher, R. (1994). Market relationships and the management of teachers. British Journal of Sociology of Education, 15 (1), 41-61.
Henig, J.F. (1994). Rethinking school choice: limits of the market metaphor. Princeton: Princeton University Press.
Henke, D. (1977). Colleges in crisis. Harmondsworth: Penguin.
HMI (1983). Teaching in schools: The content of initial teacher training. London: DES.
HMI (1987). Quality in school: The initial training of teachers. London: DES.
Hillgate Group (1989). Learning to teach. London: Claridge Press.
Landman, M. & Ozga, J. (1995). Teacher education policy in England. In M. B. Ginsburg & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization, and society (pp.23-39). London: Falmer Press.
Lawlor, Sheila (1990). Teachers mistaught: Training in theories or education in subjects? London: Centre for Policy Studies.
McLaren, P. & Farahmandpur, R. (2001). Educational policy and the socialist imagination: Revolutionary citizenship as a pedagogy of resistance. Educational Policy, 15(3), 343-378.Ofsted (1993a). The Articled teacher scheme. London: HMSO.
Ofsted (1993b). The Licensed teacher scheme. London: HMSO.
Ofsted (1993c). The secondary PGCE in universities. London: HMSO.
Ofsted(1995). School-centred initial teacher training. London: HMSO.
Ofsted/ TTA(1996). Assessment of quality and standards in initial teacher training 1996/97. London: Ofsted.
Ofsted (2005). Framework for the inspection of initial teacher training for the award of qualified teacher status 2005-2011. London: Ofsted.
O’Hear, Anthony (1988). Who teaches the teachers? London: The Social Affairs Unit.
Teacher Training Agency (2002a). 2001 QTS skills test in numeracy and literacy report on national results. London: TTA.
Teacher Training Agency (2002b). Delivering the Graduate Teacher Programme in England: Guidance for designated recommending bodies and trainees. London: TTA.
Teeple, Gary (1995). Globalization and the decline of social policy. Toronto: Garamond.
Whitty, G. (1998). Citizens or consumers? Continuity and change in contemporary education policy. In D. Carlson & M. W. Apple (Eds.), Power, knowledge, pedagogy: The meaning of democratic education in unsettling times (pp.92-109). Boulder: Westview Press.
Wilkin, M. (Ed.)(1996). Initial teacher training: The dialogue of ideology and culture. London: Falmer.
Zifcak, S. (1994). New managerialism: Administrative reform in Whitehall and Canberra. Buckingham: Open University Press.