社會變革與教師角色實踐：文化解析視角

Societal Transformation and Teacher Practice: A Cultural Perspective

在傳統文化中，教師地位崇高，這並非來自學歷或薪資，而是源於其在教育中的關鍵角色。解嚴後，我國社會與教育體系歷經改革，致力於打破舊制、推動臺灣現代化與全球化。1994年實施的師資培育開放政策，將原本計劃式的師範體系轉變為西方新自由主義下的市場機制，從制度上改變了師資培育的內涵與方法，也同時在文化上改變了教師的角色與定位。本文從文化觀點探討教師的角色之文化背景，以及支持本土教師的特質優勢之學校架構基礎。進一步分析過去三十年臺灣的社會與教育改革，對於支撐教師角色得以實踐的文化結構之拆解與對於教育環境的影響。最後建議，政策發展上應借鏡鄰近國家的案例，法規制定上應注重教師本土文化中的優勢，在學術研究上應更注重本土文化的教育意涵的轉化，以達到教育現代化的目標。

In traditional culture, teachers hold a highly respected status, not because of their academic credentials or salary, but due to the vital role they play in education. Following the end of martial law, Taiwan’s society and educational system underwent significant reforms aimed at dismantling outdated structures and advancing modernization and globalization. The implementation of the 1994 teacher education liberalization policy marked a shift from a planned, normal university-based system to a Western neo-liberalism market mechanism. This transformation changed not only the institutional structure and training methods for teacher education, but also the cultural role and social positioning of teachers. This paper adopts a cultural perspective to examine the cultural background that forms teachers’role expectations, and the current school and societal structure that support the role implementation. This paper addresses the path adopted by the social and education reformers in the past thirty years has torn apart the old structures that supports teachers’practice, and further worsened the educational environment. To modernize our education, this paper suggests that policy makers should learn from the experience of neighboring Confucian-heritage countries, legislators should propose regulations to support teachers and schools, and researchers should study the adaption of traditional values in education.