Publication:

從「精神國防」到「流浪教師」：臺灣師資培育制度史的歷史社會學考察

本文從目前社會出現一個奇特現象「流浪教師」，為文分析此現象產生的社會背景因素， 其中最主要的原因為1994 年所公布的《師資培育法》所造成的衝擊。接著從蘇峰山（ 2003）〈教育市場化論述分析：教育鬆綁的雙重詮釋〉一文中，所討論的教育鬆綁兩種論述「市民社會」與「市場化」

來進行分析， 並對於臺灣師資培育制度進行探討。共得到兩項結論： 一、透過歷史社會學的研究取徑，探討從日治時期到現今的師資培育制度的發展，可以發現：國家控制著師資培育制度發展的力量一直是強而有力的進行著，時至今日依然如此。二、1990 年代對於師資培育的改革方向，政府將重心擺在「讓師資培育走向市場化」而非「讓國家這隻看得見的手從師範教育中抽離」。市場化的結果也造成今日的「流浪教師」現象。

The aim of this research is mainly to explore and to analyze the origin and the development of the specific group of nomadic teachers, by reexamining the history of teacher education in Taiwan, with special reference to the reason and the impact of re-enacting the Teacher Education Law in 1994. According to the critical perspective from Feng-Shang Su, Taiwan government’s numerous policies and implementations to improve education deregulation since 1994 are actually categorized into two discourses, civil society and marketization. As a result, this research totally supports two concluding remarks. First, the state always has the absolute governing power to decide the development of teacher education in Taiwan, from the Japanese colonial period to now. Second, Taiwan government advertises and embraces the discourse of marketization, rather than the discourse of building a civil society to manage teacher education blueprint from the 1990s. This status eventually produces the birth of nomadic teachers.