英國師資養成課程演變與教育學術發展的關係

dc.contributor國立臺灣師範大學教育學系zh_tw
dc.contributor.author周愚文zh_tw
dc.date.accessioned2014-12-02T06:34:30Z
dc.date.available2014-12-02T06:34:30Z
dc.date.issued1995-06-01zh_TW
dc.description.abstract本文旨在探討近兩百年來英國師資養成制度及課程的演變,及其與教育 學術發展之間的關係。 英國師資養成制度的演變,大致可分為四個階段:1890年以前,1890年-1943年, 1944年-1972年,1973年-1993年。歷經逾百年的演變,其因前負責培有師資的主 要機構包括大學、大學教育系,及高等教育2學院。課程則分為一年制的「學士 後教育證書」(PGCE)及四年制的「教育學士學」(BED)二類課程。 教育學術的發展,大致可以分為三個階段,1870年-1950年,1950年-1972年,1973 年-1993年。十九世紀末,教育當成為大學科目,廿世紀前半葉以教育心理學主 導,一九六○年代以後教育哲學、教育社會等興起,以教育哲學主導。 兩者間的關係由依賴關係,演變至目前的平行關係,刻即由早期教育學術依賴師 資培有機構與課程而存在與發展,變成目前獨立往高等教有學術領域發展。而教 育學術研究成果,只是影響師資養成課程製定的因素之一。zh_tw
dc.description.abstractThe main purpose of this paper is to study the evolution of thestructure and content of the initial teacher training in England andWales from its beginning to the present day, and its relationshipwith the development of the study of education.The major findings of this study are as follows. i . The emerging and developing of the study of education relied heavily upon the establishing and developing of the structure of the initial teacher training. But from 1980s onwards, the devel oping of the study of education was divorced from professional training, and searched for its own way in the higher learning. ii . The results of the study of education was one of the factors, not the major one, which influenced the content of the initial teacher training.en_US
dc.identifierntnulib_tp_A0103_01_013zh_TW
dc.identifier.issn1028-8708zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/38164
dc.languagezh_TWzh_TW
dc.publisher 國立臺灣師範大學教育學系zh_tw
dc.relation臺灣師大教研所集刊,36,143-187。zh_tw
dc.subject.other英國 zh_tw
dc.subject.other 師資養成 zh_tw
dc.subject.other 課程 zh_tw
dc.subject.other 教育 zh_tw
dc.subject.other 學術發展zh_tw
dc.title英國師資養成課程演變與教育學術發展的關係zh_tw

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