• 作者： 符碧真
• 作者服務機構： 國立臺灣大學教育學程中心
• 中文摘要： Educators have made great efforts to professionalize teaching, but schoolteachers have been at best regarded as semi-professional. Since medical doctors have long been treated professionals, this study attempts to make a comparison between medical education and teacher education and to find solutions to professionalizing teaching. Data sources include documents and interviews from 33 medical interns and 33 student teachers. The results are as follows: (1) there is only one primary training model in medical education, while there are multiple ways of training teachers. (2) people tend to think that medical doctors need longer period of training, but schoolteachers do not necessarily need extended training time. (3) integration of basic sciences and clinical courses in medical education has been greatly emphasized, but the courses of educational foundations and practices in teacher education have always been separated. (4) medical students do not prefer early specialization in specific clinical areas, while student teachers seek specialty earlier in the field they will teach. (5) medical education tends to use problem-based instructional approach, but teacher education courses often adopts lecturing approach. (6) in medical education, faculty of the theoretical foundation in basic sciences is complemented by clinical instructors, while in teacher education faculty in general lacks practical experiences. (7) clerkship and internship of medical education are implemented in teaching hospitals, while those of teacher education are not necessarily carried out in school contexts. (8) medical students have to pass two national exams to get a license, but student teachers can be certified without passing any national exams. (9) unlicensed doctors are illegal, while unlicensed substitute teachers are acceptable. (10) there is a unanimous consensus in the professional status of doctors, but opinions about teacher's professional status are very divided. In order to professionalize teaching, the major task for educators to do is probably to build consensus on how to educate teachers in pre-service education.
• 英文摘要： 醫師的專業性早已為社會所公認，教師的專業性卻仍是爭議不休。教師想走向專業化，應可向醫師專業學習。本研究訪問實習教師及實習醫師各三十三位，比較兩者職前教育的差別。研究結果發現(1)醫學教育採單一培育模式，醫學生對修業年限頗有共識，師資教育採多元培育模式，師資生對修業年限眾說紛紜；(2)醫學生自進入醫學院後幾乎都留在醫界，但是考進師範校院或教育學程者有想任教職者，也有備胎者；(3)醫學課程安排邏輯次序明確，近來採行統整課程，師資課程較沒有嚴格的邏輯次序，也不強調課程統整；(4)醫學生認為執業科別的選擇不宜太早做決定，師資生對於任教科別分化時機則意見不一；(5)醫學教育新近採行問題中心、案例研討的小組教學法，師資教育教學法則無共識；(6)基礎醫學教師多不具醫師資格，臨床醫師一定具備醫師資格，而師資培育教師多不具中小學教學經驗；(7)醫師見習與實習均在醫院實施，理論與實務有機會驗證；教師的教育實習在中小學現場進行，但教學實習則不一定，理論與實務驗證的機會有限；(8)醫學生經國家考試，方可取得醫師資格，師資生對教師資格取得方式看法寬鬆不一；(9)醫學生認為未取得醫師資格，不得執業，師資生對未取得教師資格擔任代課教師則意見不一；(10)醫師的專業性廣受肯定，教師的專業性則各方意見紛歧。教師想要走向專業化，首要工作可能要像醫學界一樣，先建立教育界對師資培育過程的共識。
• 中文關鍵字： iprofessionalization, medical education, teacher education, pre-service education
• 英文關鍵字： 專業化，醫學教育，師資教育，職前教育