在師培中失陪？反思教育哲學教學在臺灣師資培育課程中的定位   全文下載

Absence from Teacher Education? Reflection on the Status of the Teaching of Philosophy of Education in the Programme of Teacher Education in Taiwan

臺灣自1994年師資培育管道多元化後，師資生修業年限至少兩年，師資生普遍在修業期間強烈感受到提升教學專業能力的焦慮感—希冀盡快「學會怎麼教」、「準備好自己的課」，以便勝任未來教職。對於「教師教學專業能力」的理解傾向於以可展現的技能、具體可見的學習成果為主，而這主要仰賴教育方法課程的涵養為之。相形之下，師資生對於教育基礎課程（特別是教育哲學）的修習價值較難有清楚體認。這種教師教學專業素養的觀點尤其在近年明顯受到師資培育政策與獎勵方案的強化，側重於提升師資生的學科教學能力，務使其具備立即可用的知能，無縫接軌於教學現場的需求。在這種能力導向、教學工藝觀為主流的師資培育文化氛圍下，本文指出面對教育方法與教育基礎課程之師資培育價值看似不平衡的現況下，教育哲學授課教師應致力於向師資生闡明、例示教育哲學的師資培育價值，同時澄清「教師教學專業素養」的豐富內涵。

Since 1994, student teachers are required to spend (at least) two years to complete pre-service teacher education training. Student teachers are under great time pressure and anxiety on how to quickly improve their professional teaching abilities, such as “learning how to teach” and “getting my lesson ready”. Teaching abilities of the teaching profession are conceived mostly in terms of “demonstrable skills” and “observable learning outcomes,” and these are believed to be cultivated by courses on “educational methods”. In comparison, it is becoming increasingly difficult for student teachers to appreciate the value and importance of taking courses on “educational foundations” in general and “philosophy of education” in particular. Of recent, teacher education policy in Taiwan further emphasizes on enhancing student teachers’ subject teaching expertise, with the aim of equipping them with ready-for-use knowledge and skills, which in turn could help them seamlessly meet the needs of the workplace. In addition, national incentive policy encourages teacher educators to recruit high school teachers’ to collaborate on teaching student teachers. In the dominant atmosphere of “competence model of teacher education” and “craft conception of teaching,” this paper is aimed to argue that in spite of the imbalanced importance placed on educational methods and educational foundation courses, it is crucial for teachers of educational philosophy to explain to prospective teachers the significance of philosophy of education in the process of learning to become a professional teacher.