多元文化師資培育的批判性理解與現況分析：以Marilyn Cochran-Smith之多元文化師資培育架構為主

The Understanding and Analysis of Multicultural Teacher Education Based on the Conceptual Framework of Cochran-Smith

Erasmus Mundus（EM）計畫是透過與第三國家（third countries）之高等教育機構合作，進行學生、學者及機構間的交流，本文透過歐盟官方相關文件進行研究資料之蒐集與分析，探討該計畫如何透過行銷推展其高等教育。研究結果發現：
1 透過EM計畫確能達成歐盟高等教育之目標；
2 欲吸引第三國家學生前往歐洲留學，必須將其在高等教育上的優勢，透過建立歐洲品牌而將其轉換成機會；
3 EM計畫行銷策略有達到提升歐洲高等教育之能見度與吸引力；
4 碩士階段課程仍屬適切、課程規劃偏重於自然科學，而教育行銷則需再加強；
5 對台灣高等教育在行銷方面之啟示：單一品牌、個別行銷，功能區隔、資源整合，以及合宜的經費機制及措施。

Multicultural issues have gained their attention in Taiwan because of theen rollment of children of foreign spouses in schools. This study examines theimportance of multicultural teacher education in teacher’s teaching activities. It isimportant to note that multicultural education is an attitude rather than rhetoric, aprocess rather than a series of activities, a phenomena rather than a problem. This studyincludes three parts. Firstly, it introduces a conceptual framework of multiculturalteacher education designed by Marilyn Cochran-Smith, which presents a criticalframework to review the political, research and practical aspects of multiculturalteacher education. Secondly, the paper explores the state of multicultural teachereducation in Taiwan. Finally, some suggestions based on Cochran-Smith’s frameworkare provided for implementing multicultural teacher education in Taiwan.