HKIER

Abstract

Government imposition of the new regulations, requiring all courses of initial teacher education in the UK to be school-based, was indebted to the politics of the social market and an obsessive belief that educational theory invariably distorts the training process. Models of school-based training, however, predate the recent ideological intervention of government. It is therefore tempting to distinguish between the political/ideological stance taken by government and the educational stance of the profession in moving towards school-based training. This paper will argue that school-based training can become an ideological trap for the profession, unless it is underpinned by a sound and coherent philosophy of teacher education that relates theory and practice within the context of practice. Only then can it ensure that newly qualified teachers enter their chosen career as confident and competent professionals. The argument of the paper is supported and illustrated by a description of the London Area Based Scheme — a school-based model that was more radical in its use of practising teachers than the various mentoring schemes that were developed in the UK.

摘要

英格蘭和威爾斯的所有師訓機構，均須與學校協作，共同提供校本初始師訓。官方此一新規定，乃源於消費主義及市場導向，並受新右派認為教育理論給師訓幫倒忙的意見所影響。

上述的官方意識形態，掩蓋了以下兩個重要問題。首先，由教學界首倡的校本取向，無論政府是否支持，本身乃一嶄新典範，向傳統以師訓機構為主體、遵從「由理論到實踐」模式的師訓模式，提出挑戰，企圖取而代之。再者，教學界採納此校本新典範，若非基於背後一套堅實的師訓哲學，則亦不過同樣囿於意識形態的偏見而已。

本文持校本取向，質疑「從理論到實踐」模式，進而討論校本師訓的兩種不同模式。新右派所主張的「技藝學徒制」模式，並不符合教育的實際。只有「理論實踐互動」模式，才能夠為校本師訓提共一套真正有效的哲學，超越意識形態的羈絆。作者並以「倫敦地區基地計劃」的經驗為例，具體說明其主張。