各擅勝場：剖析德國職業教育師資培育之學制變革

Differing Strengths: Results of Vocational Teacher Education System Reforms in Germany

本文透過文件分析法（documentary research），探究《博洛尼亞宣言》（Bologna-Erklärung）後德國職教師培之學制變革。舊式師培包含三種模式：職校∕實訓工廠二元模式之「職業實踐導向」、重視系統性科學知識之「工程師導向」，以及強調教育學相關專業的「教學法專家」。1950年代職校教師為能提高社會地位，而有職教師培「文理中學化」運動，影響所及，高等學校逐步納入職教師培、職教師培課程採行「文理中學化」框架，以及「工程師導向」躍居為主流師培模式，由此衍生出職校教師嚴重短缺、重理論輕實踐的弊端。《博洛尼亞宣言》後，德國高等教育學制採行學∕碩分級學制，隨之職教師培開啟了「連貫模式」、「順序模式」與「混合模式」。「連貫模式」在學碩班都開設主輔修專業，以及教育學相關學科；「順序模式」在學士班僅開設主修專業，並延續至碩士班，其他課程僅開設於碩士班；而「混合模式」與連貫模式開設的課程完全一樣，但教育學相關學科為一獨立模組。順序模式在學碩二級間的轉換最具靈活性，最能解決教師短缺問題；而連貫模式則在學碩班開設緊密圍繞師培的課程，且透過「工作過程導向」之課程建構與實習制度，最能克服重理論輕實踐的弱點，二者「各擅勝場」，分別能解決舊制的不同困境。

Document analysis was used in this study to investigate the effects of vocational teacher education system reforms, which have been implemented per the Bologna Declaration, in Germany. The traditional vocational teacher education approach was divided into three areas: practical and vocational skills, engineering and scientific knowledge, and pedagogy. In the 1950s, vocational school teachers began to push for reforms that would make vocational school education similar to that provided by the academically oriented gymnasium system. As a result, colleges and universities gradually began to offer vocational teacher education with an emphasis on engineering and under a framework modeled on the gymnasium system. This, however, led to a serious shortage of vocational school teachers and an overemphasis on theory at the expense of practice. Following the adoption of the principles of the Bologna Declaration, the German higher education system adopted a graded education approach with separate tracks for bachelor's and master's students, with vocational teacher education being offered in one of three modes, namely continuous, sequential, or mixed. In the continuous mode, both bachelor's and master's students take core courses, subsidiary courses, and courses on pedagogy. In the sequential mode, bachelor's students take only core courses, and subsidiary courses and courses in pedagogy are only taken at the master's level. In the mixed mode, the courses are the same as in the continuous mode, but the pedagogy courses are arranged as an independent module. In terms of the transition from the bachelor's to master's level, the sequential mode has the most flexibility and is therefore the most effective at addressing teacher shortages. At the bachelor's and master's levels, the curriculum for the continuous mode has the strongest focus on teacher education; moreover, because of this mode's internship requirement and emphasis on vocational skills, it is best suited for addressing the overemphasis on theory at the expense of practice.