中美科技教育師資培育比較

10.29495/CITE.200612.0021

萬文隆；方崇雄

科技教育 ； 師資培育比較 ； technology education ； comparison of teachers cultivating

科技教育課程改革與發展學術研討會論文集

2005期（2006 / 12 / 01）

21 - 28

繁體中文

目前國內的師資培育朝向多元化、多管道的方向發展，然而，也面臨師資培育該如何與能力標準整合與提高教師能力等問題。美國科技教育師資培育體制較完備，已發展出師資培育標準，本文採用貝瑞岱比較教育(Bereday, 1964, 1967)的描述、解釋、並列、比較等比較教育方法，針對中美師資培育在科技教育師資的管道來源、職前教育及資格要求、師資檢定及證照制度、在職教育及專業發展進行比較，以美國爲借鏡，做爲改進國內科技教育師資培育的參考，讓老師熱愛教科技教育，學生也能提升學習科技教育的成效。

Nowadays, teachers cultivating is multichannel; however, it faces questions including how the teachers cultivating to combine with the standard and how to raise the ability of technology teachers are the major concerns. The development of technology education in Taiwan follows the step of the U.S.A. style. The system of teachers cultivating is well done in U.S.A because they have developed the standard of teachers cultivating. My essay uses the comparative method in education of Bereday's such as description, interpretation, juxtaposition and comparison. (Bereday, 1964, 1967).Through the Bereday's approach, the essay focuses on technology education with the following aspects includes the channel source of the teachers, pre-service education and qualification required, teachers evaluation and certificates system, on-the-job education and professional development. According to the experience of the teachers cultivating in U.S.A, we can take the U.S.A process to improve the teachers cultivating in Taiwan. Therefore, the teachers will love to teach technology education and students will enjoy studying technology education.