小學教師職前教育學程的比較分析：三個地區之案例

Comparative Analysis of Pre-Service Education Programs for Primary School Teachers: Cases from Three Regions

本研究運用文獻探討歸納之架構分析所蒐集之資料，並透過三位研究者相互之資料檢證，比較馬爾他、臺灣及澳門小學教師職前教育學程的師資生遴選、課程設計及實習。本研究發現：1.三個學程的入學條件皆以學術成就為首要考量，輔以面試進行遴選，但有的加上附加要求；2.課程理念融合應用科學、師徒及反省取向，但偏重度不同；3.目標包含了知識、技能與態度層面，但專注「教育專業」而少了非教育科目的目標；4.課程內容涵蓋小學多個教學領域及教育基礎課程，但比重不同；5.課程組織考慮順序性與統整性，但程度上不同；6.課程評鑑皆包含自評與他評，但頻率不一；7.實習有大學指導教師及學校輔導教師參與，視導次數都在兩次以上，但實習長度不一。本文最後提出規劃小學教師職前教育學程的重要問題供參考。

This study utilizes an analytical framework to examine the selection of students, curriculum design, and teaching practices of pre-service teacher education programs for primary school teachers in Malta, Taiwan, and Macau. Data verification was conducted by three researchers to ensure reliability. The comparative analysis reveals both similarities and differences among the programs in several key areas: 1. Admission requirements predominantly prioritize academic achievement, supplemented by interviews for candidate selection, although some institutions impose additional criteria; 2. The curriculum design integrates applied science, master-apprentice, and reflective-orientation, albeit with varying emphases across regions; 3.Program objectives encompass knowledge, skills, and attitudes; however, there is a notable focus on ''education subjects,'' often at the expense of non-education subjects; 4.The curriculum content encompasses a range of learning areas within primary education and foundational educational courses, with varying proportions across programs; 5. Curriculum organization accounts for sequence and integration, albeit to differing extents among the institutions studied; 6. Evaluation methods include both internal and external evaluation, though the frequency of these evaluations varies significantly; 7. Teaching practice involves collaboration between university instructors and school teachers, with a minimum of two inspections; however, the duration of teaching practice varies considerably. This article concludes with suggestions and considerations for the development of an exemplary pre-service teacher education program for primary school teachers, aimed at informing future educational policy and practice.