• 作者： 楊深坑
• 作者服務機構： 國立台灣師範大學教育研究所
• 中文摘要： 本文旨在探討世界性的文化趨勢在現代化與後現代化的爭衡過程中對師資培育可能產生的衝擊。師資培育制度與學程規劃基本上是文化政治(cultural politics)之一環，反映了一個民族在某一個歷史時期的文化意識。十九世紀以前西方教師地位低落主要由於西方文化一向把教師視為與手工工人同等地位的非專門領域的職業，只要初通讀寫算與手工基本技能即可為之，不須有職前的專業教育。教師提升本身地位之文化意識的抬頭促使教師接受專業化教育之要求更為殷切，專業化的師資培育制度與課程組織也在這種要求下逐漸形成。師資培育之邁向專業化則又與西方社會與文化現代化的歷史進程有極為密切的關係。 西方的現代化係啟蒙運動以來理性宏揚和科技快速發展的結果，為因應現代化之挑戰各種建基在科學研究之上的專業社群紛紛形成，以便用科學方法來解決宇宙以及人生問題。科學理性成為主導社會發展的理性，技術邏輯也成為進步與效率的指標。就在此種背景下，師資培育不斷邁向專業化。專業化實際上意味著科學化，也就是在師資培育過程中，使得未來教師獲得有關教育之普遍有效的科學知識。特拉普(E. C. Trapp)、康德(I.Kant)與赫爾巴特(J.F. Herbart)等人的理性教育科學理念都是孕育自啟蒙運動之精神傳統，想用普遍而統一的教育理論來規範教育實踐活動。其中赫爾巴特的教育學對歐美各國，甚至我國，師資培育的專業化、科學化尤有深遠的影響。 一九六○年代以降現代化運動推展至極點，理性、秩序與科學高唱入雲，專業分化的要求把社會文化割裂為各具內在邏輯的專家系統，專家文化和常民文化判然以分，精緻文化和俗民文化更難溝通。就在現代化席捲全球時，後現代主義思潮也已興起，反對現代主義之理性中心、歐洲中心的思考方式，更對現代化所帶來的文化割裂與不尊重所謂“異類”(the Other)文化提出嚴厲的批判。師資培育在後現代主義思潮的衝擊下也開始有反專業主義的傾向，以為專業主義易流於專家獨裁，忽略未來教師實地經驗的重要。美、英、德與我國近年來師資培育之改革均有削減教育理論科目，把師資培育的重心由大學轉移到中小學的現象，可謂為後現代主義主張知識的效準取決於實踐(performativity)之反響。 在現代化與後現代化的爭衡中，未來教師不僅應培養其專業能力，更應涵養其寬廣的文化視野。如此才能使其用理性的專業態度來處理日益紛繁的教育問題，也才能使其以更含容的態度來欣賞、了解其他文化，促進一個「萬物並育而不相害」之全球性文化之形成。
• 英文摘要： Teacher education program, as a form of cultural politics (H.A. Giroux, 1988: 167), reflects thecultural consciousness of a people in a certain historical situation. The low status of teachers in westernworld prior to the nineteenth century was due not only to the cultural belief deeming teaching as a failurebelt (W. Waller, 1932: 61）, but also to the generally unflattering assessments of their training program.The continuous efforts to improve the intellectual quality of teacher education program constitutes theprocess of teachers' cultural self-consciousness towards professionalization and the demand of elevationof their social status. This process of teacher professionalization was linked tightly to the modernizationof the western world following the progress of science and technology. Accompanying the cultural modernization, there arise the demands of the scientification of teachereducation, which deems the attainment of universal knowledge in education as necessary to professionalizeteaching. However, as the process of modernization has expanded to take in virtually the whole worldduring the twentieth century, the ideas of globalization and postmodernism become, as B. Smart (1993: 137)correctly observes, more and more important. Modernism is often criticized for its fragmentation, Euro-centrism and totalizing the metanarrative, which negates the possibility of identities created within theexperience of multiple narratives and“border”crossings. Postmodernism constitutes a general attemptto transgress the borders sealed by modernism, to merge the spheres of culture, for they are nothing butshifting social and historical constructions (H. Giroux, 1992: 54-55). Confronted with the tensions between the processes of modern cultural homogenization and post-modern cultural heterogenization, innovations in teacher education are essentially required to equip theprospective teachers not only with the professional competency in teaching but also with the broader cul-tural vision in order that they can undertake the responsbility to promote the intercultural understandingin their educational activities. This is exactly the theme the proposed paper will address itself to withthe reference to the recent teacher education reforms in the U.S.A., the U.K., Germany and Taiwan,R.O.C.
• 中文關鍵字： Words teacher education; modernism; postmodernism
• 英文關鍵字： --