從《師友》月刊看臺灣國中小教師專業的建構與實踐 (1967-1987);“The Educator Monthly(1967-1987)”: The Construction and Practice of Teachers’ Professional Competency in Junior High School and Elementary School Teachers in Taiwan

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题名:	從《師友》月刊看臺灣國中小教師專業的建構與實踐 (1967-1987);“The Educator Monthly(1967-1987)”: The Construction and Practice of Teachers’ Professional Competency in Junior High School and Elementary School Teachers in Taiwan
作者:	李慧琦;Li, Hui-Chi
贡献者:	歷史研究所在職專班
关键词:	師友月刊;福利通訊;九年國教;省教育廳;The Educator Monthly;Welfare Newsletter;Nine-years National Education;Provincial Department of Education
日期:	2020-07-21
上传时间:	2020-09-02 19:14:19 (UTC+8)
出版者:	國立中央大學
摘要:	隨著時代進步，教育觀點不斷革新，只要有學問就可以為師的傳統觀念已被揚棄，現代觀念認為教師應受專業訓練，成為教育專業人員，方是因應現實社會需求的理想教師。《師友》月刊歷任的發行人皆由臺灣省政府教育廳廳長兼任，編輯委員同為省教育廳成員，具有鮮明的官方色彩，從中可觀察教育當局所重視倡導的教育論點，在傳遞教育智識的同時如何「再教育」已具師者身分的教師；又《師友》內文多在傳達教育工作的價值、從教者所必備的知能及精神素養，並重視教育為一專業工作的觀念，故本文以《師友》為研究文本，結合報刊、時人著述、省議會質詢內容等文獻史料的輔助，分析戰後臺灣國中小教師專業的建構緣由與內涵，了解教師在當時的經濟、社會環境與相關的評論、要求之下，如何感知、回應教師專業的期許，並從教師具體的工作內容中體察教師的專業表現，分析教師專業理想和現實落差的原因所在，以利對教師的專業表現有更公允客觀的理解與觀察。透過本文各章內容討論可知，《師友》闡釋教師專業的內涵與重要性，不僅對教師做專業的要求，體察其深意，亦是期盼教師從內心對教育工作產生認同感與使命感，從而提升自身的專業知能與專業精神，肩負為人師表的重任，其論述多以精神感召來出發；而在當時法令制度下所應聘的國中小教師，要能達到《師友》的專業要求相當不易，教師在待遇微薄、社會地位低落的處境下背負艱鉅的教育使命及專業期許，其中無聲耕耘於杏壇、默默為學子付出的教師們值得給予肯定；在評論教師專業表現之時，須將法令制度面的先天問題納入考量，教師專業知能不足在政府廣開選聘任用之時既已產生，任用之後試圖以短期進修訓練速效提升教師專業知能，或仰靠道德、精神感召教師發揮專業精神，效果有限亦不實際；而現職教師「先天」素質上已有不足，即便「後天」上願意努力落實教育專業的理想、展現教師專業，亦因社會以升學為重以及教師專業自主權不足所侷限。 ;As time progresses, the concepts of education has been renovated constantly. The traditional concept of teachers are the ones who possess knowledge has been abandoned. In contemporary concepts, teachers ought to be an occupation which receives professional training and possesses educational competency. In such a way, a teacher could meet the requirements of being an ideal teacher in current society. The publishers of “The Educator Monthly” had always been an adjunct position which was exclusive to the commissioner of education in Taiwan Provincial Government, and the editorial board are the members in the department of education. Therefore, “The Educator Monthly” transmitted the official point of view which were placed importance on by the department of education. Not only that it transferred the knowledge of education the monthly “re-educated” the incumbent teachers as well. Many of the contents in “The Educator Monthly” were about the career value of an educator, the necessary competency in skills and affection, and the idea that education as a professional career. This study utilizes “The Educator Monthly” as the research text, along with newspapers and periodicals, publications of the time and the interpellation in Taiwan Provincial Assembly as supporting materials, then analyzes the construction and content of teachers’ professional competency in postwar Taiwan. Through the process, the author aims to realize how teachers perceived and reacted the expectance of teachers’ professional competency when facing the current social and economic background and the related reviews. Furthermore, the author seeks a more objective perception and observation on teachers’ professional competency by observing the real classroom and analyzing how the gap between the ideal and the reality formed. Though the discussions in the study, “The Educator Monthly” emphasized the importance of teachers’ professional competency and tried to elicit teachers’ identification and the sense of calling with the mental encouragement contents. Considering the low wage and the low social status, it was not easy for the legal junior high school and elementary teachers to meet the requirements of “The Educator Monthly.” Those who dedicated for the students and education silently are worth to people’s respect. The problems in legal system shouldn’t be ignored when judging teachers’ professional performance. Since the government opened the broad gate of positions of legal teachers, the problems of the lack in teachers’ professional competency has followed. Although government provided short-term training as well as utilized moral and mental calling, it didn’t achieve the ideal results. Consequently, even though the teachers with weaker “innate” ability were willing to implement the educational ideal, they were still confined by the worship of credentials and the lack of teachers’ professional autonomy.
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