國中小儲備教師現象下-教師個人與國家因應

Abstract

本文旨在探討我國儲備教師現象下教師個人與國家的因應。首先透過「再次分析法」對現存資料整理與歸納該現象之產生以其影響，並輔以「深入訪談法」訪問儲備教師個人，以瞭解該現象對教師之影響與個人因應；同時檢視國家對此現象之因應。在整理相關發現後歸納出以下看法： 1.儲備教師現象之產生與師資培育政策轉變、台灣少子女化趨勢、 教師職業特性有關。 2.儲備教師現象對於我國師資培育制度、儲備教師個人、學校、學生與家長以及未來投入教職者等均有影響。 3.儲備教師個人對此現象之因應歷程： 拒絕→生氣→沮喪→接受事實→再度投入教職考試或轉職。 4.政府之因應主要從「控管」師資培育數量著手，例如推行師資培育機構之評鑑、協助師範體系轉型，以減少師資培育數量為因應，再者推動教師檢定考試制度，推動教師資格國家認證、提昇教師素質，亦有減少政府實習教師支出與解決儲備教師現象。 5.政府為減緩儲備教師現象，協助師範體系轉型與積極「管制」師資培育數量，但本研究發現儲備教師現象效應已使年輕學子未來從事教職意願降低，師資培育機構招生不利，預估未來從事教職者將會有「斷層」現象產生，各界應加以注意。

This work discusses how teachers and the government react to the phenomenon of reserved teachers. By secondary analysis, the research provides how the phenomenon is formed and what it results. The work also interviews reserved teachers to know how they are affected. The conclusions are listed below： 1 .the phenomenon of reserved teachers relates to the change of teachers education policies, the trend of fewer children, and the characters of teaching 2 .the phenomenon of reserved teachers has influence on teachers education policies, schools, students and parents, teachers themselves ,and anyone who is willing to be a teacher 3 .that repudiate, get angry and upset, accept it, and transfer is the process of reserved teachers’ reaction. 4 .that establishing the teacher preparation institutions and controlling the number of reserved teachers are the primary reactions of the government. 5 .this work found that the phenomenon of reserved teachers has prevented students from engaging in teaching .It should be especially noticed that the shortage of teachers may occur in the future.