英格蘭師資培育與專業發展趨勢探討

The Exploration of Teacher Training and Professional Development Trends in England

過去三十多年來，我國師資培育由一元化日益走向多元與鬆綁，但基本上仍為高等教育本位的培訓方式。在此同時政府對於教師專業發展日益重視，雖曾試圖推動相關評鑑，但是成效不彰。相較之下，英格蘭師資培育偏實務導向，培育模式多元，近年政策甚至偏好中小學本位的培育模式，其師資培育與（校長與教師）專業發展政策與國家標準與架構、教師分級、評鑑密切結合。有鑑於此，本文希望探討英格蘭相關的政策、實施情形，以及面臨挑戰，以作為臺灣未來政策改革之參考。

Over the past 30 years, initial teacher training（ITT）in Taiwan has been increasingly diversified and decentralized, although ITT is still only higher education-based. At the same time, the government has paid increasing attention to the professional development of teachers. It had even tried to promote related evaluations, but the results have not been satisfactory. In contrast, ITT in England is more practice-oriented and has far more diverse training models. In recent years, policies have even favored school-based training models. England's teacher training and professional development policies for headteachers and teachers are closely integrated with national standards and professional frameworks, teacher classification, and evaluations. In view of this, this article hopes to explore England’s relevant policies, implementation, as well as the challenges it faces, as a reference for Taiwan’s future policy reform.