期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(2)六月刊（本期專題：師資培育：檢討、成效與前瞻）
Directory
（專題）實地學習：銜接師資培育理論與實務的藥方？
作者:符碧真(國立臺灣大學師資培育中心)、黃源河(明道大學課程與教學研究所)
卷期：61卷第2期
日期：2016年6月
頁碼：57-84
DOI：10.6209/JORIES.2016.61(2).03
摘要：
教育理論與實務的落差，是師資培育長久未解的問題。我國於1995年施行《師資培育法》迄今，理論與實務間的連結，未見明顯改善。一項有15國參與的跨國評比指出，我國國中、小學實習教師認為大學所學與中、小學現場的契合度，分居倒數第三及第二名。近年來教育部推動「實地學習」，期能縮短理論與實務的落差，增加師資生實務教學能力。本研究指出「移植西方理論」及「技術理性」的師資培育模式，帶來我國師資培育理論與實務的雙重鴻溝。實地學習政策如未能對症下藥，恐難發揮效果。本研究提出「建構包含儒家文化的理論模型」及採取「務實師資培育模式」，以縮短雙重鴻溝，希望引發討論，為長久的沉痾找出解決之道。
關鍵詞：師資培育、務實師資培育、理論與實務、實地學習
《詳全文》
參考文獻：
- 余安邦、楊國樞（1991）。成就動機本土化的省思。載於楊中芳、高尚仁（主編），中國人‧中國心─人格與社會篇（pp. 201-290）。臺北市：遠流。【Yu, A.-B., & Yang, K.-S. (1991). Reflections on indigenizing achievement motivation in a Chinese cultural context. In C. F. Yang & H. S.-R. Kao (Eds.), Chinese people‧Chinese heart—Personality and society (pp. 201-290). Taipei, Taiwan: Yuan-Liou.】
- 張祐維、張盛硯、林詣翔（2013）。物理迷思：什麼？原來「光」會轉彎？！臺大教育實習輔導通訊，66，5-6。【Chang, Y.-W., Chang, S.-Y., & Lin, Y.-S. (2013). The misconception in physics: What? Can light make a refraction?! Newsletter of NTU’s Center for Teacher Education, 66, 5-6.】
- 教育部（2012）。中華民國師資培育白皮書。臺北市：作者。【Ministry of Education. (2012). White paper for teacher education of R.O.C. Taipei, Taiwan: Author.】
- 教育部（2013）。師資職前教育課程教育專業課程科目及學分對照表實施要點。取自http://edu. law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=%E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1【Ministry of Education. (2013). The regulations of professional courses and credits for pre-service teacher education. Retrieved from http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=% E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1】
- 陳舜文、魏嘉瑩（2013）。大學生學習動機之「雙因素模式」：學業認同與角色認同之功能。中華心理學刊，55（1），41-55。doi:10.6129/CJP.20120717【Chen, S.-W., & Wei, C.-Y. (2013). A two-factor model of learning motivation for Chinese undergraduates: On the function of academic identity and role identity. Chinese Journal of Psychology, 55(1), 41-55. doi:10.6129/ CJP.20120717】
» 展開更多
- 余安邦、楊國樞（1991）。成就動機本土化的省思。載於楊中芳、高尚仁（主編），中國人‧中國心─人格與社會篇（pp. 201-290）。臺北市：遠流。【Yu, A.-B., & Yang, K.-S. (1991). Reflections on indigenizing achievement motivation in a Chinese cultural context. In C. F. Yang & H. S.-R. Kao (Eds.), Chinese people‧Chinese heart—Personality and society (pp. 201-290). Taipei, Taiwan: Yuan-Liou.】
- 張祐維、張盛硯、林詣翔（2013）。物理迷思：什麼？原來「光」會轉彎？！臺大教育實習輔導通訊，66，5-6。【Chang, Y.-W., Chang, S.-Y., & Lin, Y.-S. (2013). The misconception in physics: What? Can light make a refraction?! Newsletter of NTU’s Center for Teacher Education, 66, 5-6.】
- 教育部（2012）。中華民國師資培育白皮書。臺北市：作者。【Ministry of Education. (2012). White paper for teacher education of R.O.C. Taipei, Taiwan: Author.】
- 教育部（2013）。師資職前教育課程教育專業課程科目及學分對照表實施要點。取自http://edu. law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=%E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1【Ministry of Education. (2013). The regulations of professional courses and credits for pre-service teacher education. Retrieved from http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=GL001133&KeyWordHL=% E6%95%99%E8%82%B2%E5%B0%88%E6%A5%AD&StyleType=1】
- 陳舜文、魏嘉瑩（2013）。大學生學習動機之「雙因素模式」：學業認同與角色認同之功能。中華心理學刊，55（1），41-55。doi:10.6129/CJP.20120717【Chen, S.-W., & Wei, C.-Y. (2013). A two-factor model of learning motivation for Chinese undergraduates: On the function of academic identity and role identity. Chinese Journal of Psychology, 55(1), 41-55. doi:10.6129/ CJP.20120717】
- 黃光國（2009）。儒家關係主義：哲學反思、理論建構與實徵研究。臺北市：心理。【Hwang, K.-K. (2009). Confucian relationalism: Philosophical reflections, theoretical construction and empirical research. Taipei, Taiwan: Psychological.】
- 黃源河（2010）。熔合斷裂：搭起師資培育理論與實務鴻溝的橋樑。當代教育研究季刊，18（4），1-40。doi:10.6151/CERQ.2010.1804.01【Hwang, Y. R. (2010). Fixing the glitch: Bridging the gap between theory and practice in teacher education. Contemporary Educational Research Quarterly, 18(4), 1-40. doi:10.6151/CERQ.2010.1804.01】
- 黃源河、符碧真（2010）。芬蘭師資培育：研究為基礎的派典與課程實踐。教育研究集刊，56（3），105-137。【Hwang, Y. R., & Fwu, B.-J. (2010). Teacher education in Finland: The research-based paradigm and curricular praxis. Bulletin of Educational Research, 56(3), 105-137.】
- 黃嘉莉、武佳瀅（2015）。我國教育實習學生知覺教師專業知能習得、運用與重要之研究。教育科學研究期刊，60（2），1-32。doi:10.6209/JORIES.2015.60(2).01【Huang, J.-L., & Wu, C.-Y. (2015). Student teacher perception of teacher education and professional knowledge acquisition, use, and importance in Taiwan. Journal of Research in Education Sciences, 60(2), 1-32. doi:10. 6209/JORIES.2015.60(2).01】
- 蔡宜妙（2003）。成就動機的文化特徵：台灣地區青少年的努力信念（未出版碩士論文）。國立臺灣大學，臺北市。【Tsai, Y.-M. (2003). The cultural characteristics of achievement motivation: Taiwanese youngsters’ beliefs about effort (Unpublished master’s thesis). National Taiwan University, Taipei, Taiwan.】
- 鄭淵全、黃榮宗、李佳穎（2014）。國立新竹教育大學創新師培典範之實踐。載於吳清基、黃嘉莉（主編），面對十二年國民基本教育的師資培育挑戰（pp. 115-138）。臺北市：中華民國師範教育學會。【Cheng, Y.-C., Huang, J.-T., & Lee, C.-Y. (2014). Innovative paradigm of teacher education in National Hsinchu University of Education. In C.-J. Wu & J.-L. Huang (Eds.), The challenges of teacher education on facing 12-year basic education (pp. 115-138). Taipei, Taiwan: Teacher Education Society of R.O.C.】
- 饒見維（2003）。教師專業發展：理論與實務。臺北市：五南。【Rau, J.-W. (2003). Teachers’ professional development: Theory and practice. Taipei, Taiwan: Wu-Nan Book.】
- Lakatos, I.（1990）。科學史及其合理重建（于秀英，譯）。臺北市：結構群。（原著出版於1978年）【Lakatos, I. (1990). History of science and its rational reconstructions (H.-Y. Hsu, Trans.). Taipei, Taiwan: Jie Gou Qun. (Original work published 1978)】
- Laudan, L.（1992）。科學的進步與問題（陳衛平，譯）。臺北市：桂冠。（原著出版於1977年）【Laudan, L. (1992). Progress and its problems: Toward a theory of scientific growth (W.-P. Chen, Trans.). Taipei, Taiwan: Laureate. (Original work published 1977)】
- Popper, K. K.（1989）。客觀知識（程實定，譯）。臺北市：結構群。（原著出版於1972年）【Popper, K. K. (1989). Objective knowledge: An evolutionary approach (S.-T. Cheng, Trans.). Taipei, Taiwan: Jie Gou Qun. (Original work published 1972)】
- Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to be less American. American Psychologist, 63(7), 602-614. doi:10.1037/0003-066X.63.7.602
- Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 1108- 1149). New York, NY: Macmillan.
- Ben-Peretz, M. (1995). Curriculum of teacher education programs. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 543-547). New York, NY: Elsevier Science/Pergamon.
- Bullough, R. V., Jr., & Gitlin, A. D. (2001). Becoming a student of teaching: Linking knowledge production and practice. New York, NY: Routledge Falmer.
- Chan, K.-W., Lai, P.-Y., Leung, M.-T., & Moore, P. J. (2005). Students’ goal orientations, study strategies and achievement: A closer look in Hong Kong Chinese cultural context. The Asia-Pacific Education Researcher, 14, 1-26.
- Chang, W. C., & Wong, K. (2008). Socially oriented achievement goals of Chinese university students in Singapore: Structure and relationships with achievement motives, goal and affective outcomes. International Journal of Psychology, 43(5), 880-885. doi:10.1080/00207590701836398
- Chen, S.-W., Wang, H.-H., Wei, C.-F., Fwu, B.-J., & Hwang, K.-K. (2009). Taiwanese students’ self-attributions for two types of achievement goals. The Journal of Social Psychology, 149(2), 179-193. doi:10.3200/SOCP.149.2.179-194
- Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109-125.
- D’Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95(1), 84-96. doi:10.1037// 0022-0663.95.1.84
- Dann, H. D., Muller-Fohrbrodt, G., & Cloetta, B. (1981). The socialization of beginning teachers. Three years after the transition shock. Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 13, 251-262.
- Darling-Hammond, L. (2006). Constructing 21st-centry teacher education. Journal of Teacher Education, 57(3), 300-314. doi:10.1177/0022487105285962
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 269-318. doi:10.1207/S15327965 PLI1104_02
- Deng, Z. (2004). The role of theory in teacher preparation: An analysis of the concept of theory application. Asian-Pacific Journal of Teacher Education, 32(2), 143-157. doi:10.1080/135986 6042000234232
- Dewey, J. (1904). The relation of theory to practice in education of professionals. In the third yearbook of the national society for the scientific study of education: Part 1: The relation of theory to practice in the education of teachers (pp. 9-30). Chicago, IL: University of Chicago Press.
- Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256
- Ee, J., & Moore, P. J. (2004). Motivation, strategies and achievement: A comparison of teachers and student in high, average and low achieving classes. In J. Ee, A. S.-C. Chang, & O.-S. Tan (Eds.), Thinking about thinking (pp. 142-160). Singapore: McGraw-Hill Education.
- Fwu, B.-J., Wang, H.-H., Chen, S.-W., & Wei, C.-F. (2016a). Effort counts and goals matter: The effects of effort and achievement goals on moral image, approval, and disapproval in a Chinese cultural context. In R. B. King & A. B. I. Bernardo (Eds.), Psychology of Asian learners: A festschrift in honor of David Watkins (pp. 337-353). Singapore: Springer Asia. doi:10.1007/ 978-981-287-576-1_21
- Fwu, B.-J., Wang, H.-H., Chen, S.-W., & Wei, C.-F. (2016b): ‘Feeling bad’ or ‘being bad?’ The trapping effect of effort in academic failure in a Confucian cultural context. Educational Psychology, 1-14. doi:10.1080/01443410.2016.1152355
- Fwu, B.-J., Wei, C.-F., Chen, S.-W., & Wang, H.-H. (2014). Effort counts: The moral significance of effort in the patterns of credit assignment on math learning in the Confucian cultural context. International Journal of Educational Development, 39, 167-172. doi:10.1016/j.ijedudev.2014. 07.010
- Gellert, C. (1993). The German model of research and advanced education. In B. R. Clark (Ed.), The research foundations of graduate education: Germany, Britain, France, United States, Japan (pp. 5-44). Los Angeles, CA: University of California Press.
- Hendrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466(7302), 29. doi:10.1038/466029a
- Ho, I. T., & Hau, K.-T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43(5), 892-897. doi:10.1080/002075 90701836323
- Ho, I. T., Hau, K.-T., & Salili, F. (2007). Expectancy and value as predictors of Chinese students’ achievement goal orientation. In F. Salili & R. Hoosain (Eds.), Culture, learning, and motivation: A multicultural perspective (pp. 69-90). Charlotte, NC: Information Age.
- Hsieh, F.-J., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J., & Chao, G. (2010). A milestone of an inter- national study in Taiwan teacher education－An international comparison of Taiwan mathematics teacher preparation (Taiwan TEDS-2008). Retrieved from http://tedsm.math.ntnu.edu.tw/ TEDS-M_2008_International_Study_in_Taiwan_Mathematics_Teacher_Education.pdf
- Huang, H.-T., Hsu, C.-C., & Chen, S.-W. (2015). Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System, 51, 28-38. doi:10.1016/j.system. 2015.03.003
- Hull, C. L. (1943). Principles of behavior. New York, NY: Appleton-Century-Crofts.
- Hwang, K.-K. (2012). Foundations of Chinese psychology: Confucian social relations. New York, NY: Springer.
- Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366. doi:10. 1037//0022-3514.76.3.349
- Korthagen, F., & Kessels, J. (1999). Linking practice and theory: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. doi:10.3102/0013189X028004004
- Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NY: Lawrence Erlbaum Associates.
- Lau, K.-L., & Chan, D. W. (2001). Motivational characteristics of under-achievers in Hong Kong. Educational Psychology, 21(4), 417-430. doi:10.1080/01443410120090803
- Leung, F. K.-S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation, 8(1), 87-108. doi:10.1076/edre.8.1.87.6920
- Li, J. (2012). Cultural foundations of learning: East and West. New York, NY: Cambridge University Press. doi:10.1017/CBO9781139028400
- Ludmerer, K. M. (1996). Learning to heal: The development of American medical education. Baltimore, MD: Johns Hopkins University Press.
- McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357-382. doi:10.1080/03057640500319065
- Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57(1), 487-503. doi:10. 1146/annurev.psych.56.091103.070258
- Organisation for Economic Co-operation and Development. (2003). Literacy skills for the world of tomorrow-further results from PISA 2000. Paris, France: Author. doi:10.1787/9789264102873- en
- Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teacher learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23(6), 957-969. doi:10.1016/j.tate.2006.06.005
- Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
- Raffaelli, M., Lazarevic, V., Koller, S. H., Nsamenang, A. B., & Sharma, D. (2013). Introduction: Special issue on adolescents in the majority world. Journal of Research on Adolescence, 23(1), 1-8. doi:10.1111/jora.12000
- Röhrs, H. (1995). The classical German concept of the university and its influence on higher education in the United States. Frankfurt, Germany: Peter Lang.
- Salili, F., & Lai, M.-K. (2003). Learning and motivation of Chinese students in Hong Kong: A longitudinal study of contextual influences on students’ achievement orientation and performance. Psychology in the School, 40(1), 51-70. doi:10.1002/pits.10069
- Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Schön, D. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change the Magazine of Higher Learning, 27(6), 26-34. doi:10.1080/00091383.1995.10544673
- Shulman, L. S. (1995). Theory, practice, and the education of professionals. The Elementary School Journal, 98(5), 511-526. doi:10.1086/461912
- Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach. Teachers College Record, 105(8), 1399-1436. doi:10.1111/1467-9620.00296
- Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Touchstone Books.
- Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer-Verlag.
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
- Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education ‘washed out’ by school experience? Journal of Teacher Education, 32(3), 7-11. doi:10.1177/002248718 103200302
- Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4-15. doi:10.3102/0013189X028009004
Journal directory listing - Volume 61 (2016) - Journal of Research in Education Sciences【61(2)】June (Special Issue: Teacher Education: Reflection, Effect, and Prospect)
Directory
(Special Issue) Field-Based Experience: A Solution for the Theory-Practice Divide in Teacher Education?
Author: Bih-Jen Fwu(Center for Teacher Education, National Taiwan University), Yuan-Her Robin Hwang(Graduate Institute of Curriculum and Instruction, MingDao University)
Vol.&No.：Vol. 61, No. 2
Date：June 2016
Pages：57-84
DOI：10.6209/JORIES.2016.61(2).03
Abstract：
The theory-practice divide has been a long-standing concern in the field of teacher education. This concern has not been addressed in Taiwan since the promulgation of the Teacher Education Act in 1995. An international comparison study reported that the degree of the theory-practice divide in Taiwanese teacher education was the largest of the 15 participating countries. To narrow the divide and enhance student teachers’ practical abilities, the Taiwanese Ministry of Education has recently launched a policy of promoting field-based experience. The present paper argues that the theory-practice divide originated from the transplantation of Western theories and the teacher-training model of technical rationality. If field-based experience cannot address these causes, it is not a solution for bridging the theory-practice divide. This paper proposes establishing Confucian-culture-inclusive theory and implementing more realistic teacher education practices to narrow the divide between theory and practice. These actions are proposed to promote discussion about the solutions to this long-standing problem.
Keywords：teacher education, realistic teacher education, theory and practice, field-based experience