This study first analyses the development of teacher education in Taiwan since 1994, such as the changes from deregulation, standards-based to evidence-based, and adopts a post-structural perspective of ontological politics to point out the instrumental thinking tendency of mainstream teacher education research methods. Secondly, non-instrumental thinking is examined and criticized through discussions on topics such as “the contradiction of teacher education ideas,” “technicalisation of teacher quality management,” and “re-conception of teacher education curriculum ideology.” Finally this study presents conclusions and follow-up suggestions regarding the transition and current situation of teacher education, the future challenges of current teacher education policies, and the value of post-structural education research. The author anticipates providing a different perspective on Taiwan’s teacher education development in the past 30 years.
本研究除分析我國自1994年以來之師資培育發展，諸如從解除管制、標準本位到證據本位之變化，更採取後結構取向之本體論政治觀點，指出主流師資培育研究方法的工具性思維傾向，進而透過「師資培育理念的矛盾化」、「師資素質管理的技術化」，以及「師資培育課程意識型態的再概化」等議題之討論，開展非工具性思維的觀察與批評。最後，本研究從師資培育政策轉折與現況、當前政策的下一步挑戰，以及後結構取向教育研究之價值等提出結論與後續研究建議，期能為我國師資培育改革30年回顧與展望提供不一樣的視角。
