論日本21世紀師資培育政策之改革

本文主要探討日本師資培育政策之改革為目的。本文主要採用日本文部科學省以及專家學者所出版有關學術著作，以分析並試圖探討日本師資培育政策之改革特色，作為我國規劃師資培育政策時之參考。首先，探討日本目前師資培育政策所面臨的困境以及危機，伴隨教育再生實行會議第七次建言以及《教育公務員特例法》相關條文修法後，所進行師資培育制度的改革中所欲改革的內容，進行探討。本研究發現，日本的師資培育政策在師資培育以及任用考試過程中，嚴謹並採取一系列的相關措施。在教育現場的教師因為過度工作負擔以及大量教師退休等原因，所進行一連串師資培育制度的改革，目標以培育高素質的師資為主要目的。因此，日本政府主要採取鼓勵研習，協助教師完整的生涯發展及規劃為主要特色，以凸顯日本師資培育政策公共性的特色。另外，從日本的師資培育政策，可知從師資培育課程乃至於制定全國性教師素質提升的指標，並由各都道府縣（相當於我國縣市）制定具體的師資培育指標以及設置協議會以建立溝通平台，作為師資培育政策改革的重要里程碑。 The objective of this study is to focus on exploring the reform of future teacher training policy in Japan. The Ministry of Education, Culture, Sports, Science and Technology and related academic papers published by experts and scholars were mainly adopted in order to analyze and attempt to explore the Japan's reform of teacher training policy, which shall serve as a reference for Taiwan's teacher training policy planning. First, the plights and crisis currently confronting the teacher training policy in Japan were discussed, coupled with the content established in the teacher training system reform undertaken pursuant to the 7th Education Renewal Implementation Meeting statements and following the revision of the Special Act for Education Personnel articles. The study findings shows that in view of Japan's teacher training policy during the teacher training and appointment examination process, a series of relevant measures were rigorously taken. At education venues, due to teachers' work overload and a large quantity of teachers retiring, a series of teacher training system reforms were undertaken mainly for the purpose of training high-quality teachers. Therefore, the Japanese government adopted encouragement-based workshops featuring assistance to teachers through comprehensive career development and planning, so as to highlight the characteristic publicity of Japan's teacher training policy. In addition, based on Japan's teacher training policy, it shows that both teacher training curriculums and national teacher quality enhancement indicator formulation. After the country first formulated general teacher training indicators, the prefectures (equivalent of counties and cities in Taiwan) formulated specific teacher training indicators and the conference establish a communication platform to serve as an important milestone in the reform of the teacher training policy.