德國職業教育師資培育模式之辯證性回歸

The Dialectical Return of Vocational Teacher Education Model in Germany.

本文透過文件分析法探究德國職業教育師培模式之發展趨勢，並聚焦於職業學校之理論型教師。初階時期學徒制是職業教育的主要方式，由師傅在實務操作中傳授技能，此時期的師培即為師傅養成，其歷程為學徒→工匠→師傅。工業革命後大量興建職業學校，進而開啟中階時期3種師培模式：職業實踐導向、工程師導向與教學法專家導向，並逐漸趨向系統化「學科導向」。該導向在進階時期受到猛烈抨擊，並以「職業性專業」為新理念，建構「工作過程導向」模式，摒棄學科導向，而以教師職業行動能力為培育核心，重新組織建構「職業教學論」之課程∕教學，這種更聚焦於真實工作過程之培育，是初階時期理念之「回歸」，但前者在教學組織「結構化」、課程內容則奠基於現代科學基礎，將職業實踐―工作過程進行教學論之模式化處理，而與後者各異其趣，因而從初階至進階時期的發展，呈現為辯證性回歸；且德國師培廣納眾多機構協力合作，此能為臺灣職業教育師培改革提供很好的啟示。

This paper explores the development trend of the German vocational teacher education model through document analysis, and focuses on the theoretical teachers of vocational schools. In the early stage, training was mainly conducted in the context of an apprentice-master relationship, in which the master craftsman personally imparted the knowledge and skills which would enable the apprentice to advance to the stage of craftsmanship and become a master craftsman. In the middle stage, ushered in by the industrial revolution and the resulting establishment of a large number of vocational schools, vocational teacher education was divided into three areas: practical skills, engineering, and pedagogy, and gradually tended to be systematic “discipline-oriented”. In the advanced stage, the increasing emphasis on professional specialization led to far-reaching changes and the adoption of a “work process” orientation, which discarded the concept of a systematized branch of learning in favor of professional competence, and revived the emphasis on hands-on work of the early stage. However, in the advanced stage the structure and content of vocational teacher education are based on the needs and outlook of modern science, whereas in the early stage more importance was given to the apprentice’s individual interests. Thus, the development of vocational teacher education can be said to exhibit a dialectical return. German teacher education includes the cooperation of many institutions, which provides a good reference for Taiwan’s vocational education teacher education reform.