臺灣師資培育公費制度（乙案）之利害關係人取向政策評估

The Stakeholders-oriented Policy Evaluation of Government-Funded System for Teacher Preparation (Program B) in Taiwan

我國師資公費生培育的管道以甲、乙、丙三種方案為主。學者指出乙案制度的作業流程較複雜且涉及的對象最為廣泛，於執行的過程中更容易產生衝突與爭議；且目前相關研究仍較缺乏。因此，本研究以Dunn提出的六項政策評估標準為基礎，採文獻分析及深度訪談61位利害關係人的方式，以探究乙案公費生制度執行的現況及所面臨的問題。研究結果發現，各師培中心在落實乙案公費生制度之具體作法頗有差異；在評估結果的部分，利害關係人一致認為在「回應性」、「公平性」方面仍有改善空間；而在「效能性」、「效率性」、「充分性」、「適當性」方面則有意見分歧的現象。綜言之，目前該制度亟待改善之問題有：（1）部分師培單位制度設計中仍存在模糊與不確定性，易造成利害關係人產生不公平的主觀感受；（2）當前部分師培單位制度的設定強調「績優」、「卓越」的邏輯，但較忽略「回應性」之考量；（3）部分縣市用人學校端以及地方政府在制度實際執行過程中的參與不足；（4）需有其他配套措施方能確實達成制度目標等。最後，本研究提出對應之建議供未來制度修訂之參考。

The Government-Funded System for Teacher Preparation consists of three programs (A, B, C). While the procedures and stakeholders of program B are more complex which additionally lead to more conflicts and debate about the system, quite little research has been conducted about program B. In response, through a literature review and 61 indepth interviews, this study explores the implementation and problems of this system.The result shows that policy stakeholders generally consider there is still room for improvement regarding the equity and responsiveness of this system. However, different stakeholders’ opinion contradicts in terms of the effectiveness, adequacy, and efficiency of the system. The aspects need the most immediate improvement are: 1) uncertainty still exist in some related regulations; 2) at the institutional level, some school’s regulations reflect the ideal of academic excellence but a lack of concern for esponsiveness; 3) the lack of junior/high schools and local governments’ involvement; 4) the lack of supplementary measures. Suggestions are provided for the system’s refinement in the future.