本研究之目的為：一、探討行動取向師資培育模式的理論基礎。二、建構行動取向師資培育模式的變項。三、實地試驗行動取向師資培育模式的效能。四、探討知識轉變為行動的歷程。 本研首先透過文獻分析，探討行動取向師資培育模式的理論基礎，建構行動取向師資培育模式的知識、計畫、表現、省思和精熟等五大變項，再用「個案實驗研究法」，選擇花蓮師範學院大學部三年級兩位修習「教育實習」之師資生為樣本，分為實驗組和控制組，進行「知識輸入」實驗處理後，實施六回合計畫、表現、省思試教實驗。資料蒐集的方法有知識引出訪談、教學設計、放聲思考think aloud與轉譯、試教錄影與轉譯、省思錄影與轉譯及研究者實地觀察記錄。資料分析的方法有資料的持續比較、路徑發現分析、精熟情形分析、資料的次數分析、百分比分析等。本研究的重要發現有： 1.教師的知識應分為「領域通用或領域間通用的知識」（一般教育學知識）和領域專用的知識（學科知識）兩大類；領域專用的知識應再分為領域內通用的內容知識、單元╱課專用的內容知識、領域內專用的教學法知識、領域內專用的教學步驟知識；兩類知識交融產生「領域專用的教育學知識或學科教育學知識」。 2.獲取與記憶之學院設計安排的「識字與寫字」教學相關知識、實驗處理的知識，確實成為發展教學行動表徵與採取行動的基礎。 3.一節的「識字與寫字」課，需交融領域間通用的的知識、領域內通用的內容知識、單元專用的知識或常識、領域內專用的教學法知識交融轉換生產教學行動表徵。 4.「識字與寫字」的教學設計需要提取領域內通用的內容知識和單元專用的內容知識，這些知識影響教學行動表徵的生產量。 5.本研究中「設計的教學行動表徵」有84%以上產生具體行動表現。 6.知識越充足計畫量就越多、教學表現量也越多，省思量也隨著增加。 7..經六回合的計畫、表現、省思之後，各個項目都有進步和精熟化的表現，以本研究自編的「陳述性知識與程序性知識11等級量表」評估知識的進步與精熟等級分別從實驗前的3.4和3.5，提昇為7.9和8.1。 最後本研究針對師資培育方案規劃、課程發展、教學、督導、與評鑑，以及未來繼續研究之建議。 / The purpose of this study was to investigate an action-learning model for teacher education. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyze the rationale of an action-learning model for teacher education and to construct the five variables of knowledge, design, performance, reflection and mastering for the model. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud and video recoding were used for datd collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The pedagogical domain-specific knowledge or pedagogical content knowledge was blended by the knowledge of domain-general and the knowledge of specific-specific. In order to analyze the pedagogical domain-specific knowledge from instructional design, the knowledge of general-general is named of intra-general-general. The knowledge of domain-specific should be divided into inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, and inner-domain-general process. 2.The programmed knowledge learned from teacher education program and from experiment treatment were able to develop the representation of teaching action and teaching action. The two kinds of knowledge were useable. 3.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra--domain general and the knowledge of domain-specific（The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process）. 4.To design the teaching of elementary school students’ Chinese vocabulary and handwriting need to blend the knowledge of general-general and the knowledge of specific-specific. The more the knowledge of these two areas induces the more production of representation of teaching action. 5. The subjects had transferred 84% representation of teaching action into their teaching in the current study. 6.The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. The current study not only provides implications for teacher education but also suggests directions for further research.

本研究旨在探討實習課對職前華語文教師教學信念與教學行為之影響，以某國立大學華語文教學碩士學程二年級的七位台籍學生為研究對象。首先，教學信念之探討係透過質性訪談、試教後的反思札記、及修改前後之教案等相關資料進行分析；其次，教學行為的探討則以剖析職前華語文教師試教錄影檔案中的行為表現為主；最後，再進行交叉比對，以探究教學信念與教學行為之間的關係。主要研究問題為：第一，實習課如何影響職前華語文教師教學信念(共分為教學方式、師生角色、課程與教材、教學任務四個面向進行探討)？第二，藉著實習課錄影檔案，探究職前華語文教師的具體教學表現行為為何？第三，教學信念及教學行為之間的關係為何？分析方式則是藉由Nvivo 統計分析軟體編碼以質化方式分析教學信念，其次以量化方式分析教學行為，然後再以紮根理論方式探討教學信念與教學行為間的關係。 研究結果顯示：(一)本個案中的教學實習課對職前華語文教師所形塑之教學信念較趨向效能取向; (二)本個案中的教學實習課對職前華語文教師教學行為之影響主要為提高其以學生中心方式教學的比例; (三)本個案中的職前華語文教師之教學信念與教學行為間的關係並非完全一致，而是呈現出些微相異處；(四)整體而言，教學實習課有助於職前華語文教師增進教學專業能力，亦其助其瞭解學習者特性知識與教育現場所需的脈絡知識。最後，根據研究結果，本研究提出相關建議供未來華語文師資教育之參考。 / This case study aims to understand how teaching practicum might impact pre-service teachers’ teaching beliefs and teaching practices. Participants were seven Taiwanese Chinese language pre-service teachers who were in their 2nd year of graduate study and they were from the Department of Teaching Chinese as Second Language at a national university in Taiwan. To implement, firstly, this study analyzed pre-service teachers’ teaching beliefs using qualitative interviews, reflective teaching journals, and their teaching plans and other relevant information. These data were coded by using Nvivo statistical software. Secondly, this study analyzed pre-service teachers’ teaching practice using their videotaped records. Lastly, this study made use of all above collected data in a more integrated manner to analyze the relationship between pre-service teachers’ teaching beliefs and their teaching practices based on grounded theory. The main findings of this study include the following: (1) After teaching practicum, the teaching beliefs of the participating pre-service teachers became more efficiency-oriented; (2) After teaching practicum, the teaching practices of the participating pre-service teachers became more likely to perform more student-centered teaching; (3) It was found that the relationship between pre-service teachers’ teaching beliefs and teaching practices was not fully consistent; (4) Overall, it was found that teaching practicum employed in this course not only enhanced pre-service teachers’ professional teaching ability but also equipped them with more knowledge of learners, as well as learners’ characteristics, and more knowledge of educational contexts. Based on the findings, three suggestions for cultivating more effective Chinese language pre-service teachers were made.

新聞教育以培育新聞專業人才為主旨，但近年的統計數據指出，新聞系仍是台灣許多高中生嚮往的大學志願，畢業後願意投身新聞職業的新聞系學生卻越來越少。在這之中，新聞系學生在大學期間的從業意願轉變過程與原因值得探討。 本研究從Tiedeman的歷時性觀點出發，以14位不從事新聞工作的新聞系畢業生為研究對象，將他們的職業選擇視為一段由學習與生活經驗構築而成之歷程，並透過深度訪談法瞭解他們對自身學習經驗的主觀詮釋，分析其畢業後首份職業決定的形成過程，並循Krumboltz的生涯決定社會學習論剖析各項影響職業選擇的因素。 研究發現，新聞系學生的非職業抉擇實屬一段歷經新聞從業意願起伏的過程，而非一夕促成的決定。其中，大學學習經驗的影響最是深遠，而「個人的興趣與能力」、「校內實習」與實際接觸新聞實務的「校外實習」是最重要的三個節點，新聞系學生在三者之間經歷職業期望落差，對他們的新聞從業意願造成負面影響。研究者並將新聞系學生的非新聞職業抉擇歷程分為四類：（1）發現新聞之外的職業興趣、（2）校內實習期間經歷職業想像衝突、學習挫折、（3）在校內、外實習經驗的轉換間感知新聞理想與現實的落差，以及（4）從未萌生新聞從業意願。 縱使未投入新聞業，新聞系的專業訓練仍對新聞系學生的職場表現有所助益，諸如資訊蒐集、溝通表達、團隊合作能力等。最後，研究者根據研究結果，對當前的新聞教育提出相關討論與建議。

外國醫學生（包括波蘭醫學生）是教育部總額管制下的一個漏洞，開放外國醫學生來台行醫，是否違背教育部「總額管制」的目的？這些外國醫學畢業生，他們的學習場所並無接受國家的監督（醫學院評鑑、教學醫院評鑑），國我如何保證這些國外醫學畢業生的學習成果和國內的醫學畢業生水平相當(亦即須符合「大學辦理國外學歷採認辦法」第八條規定:「國外學歷…修業期限、修習課程，應與國內同級同類學校規定相當。」之要求)？除了學歷的採認之外，「實習期滿成績及格」的認定在本案中是關鍵，因為由前述的爭執歷史過程中，皆未有相關外國醫學學歷的爭執，大家的爭議之處都是「實習問題」。 所以，選擇「國外醫學畢業生應國家醫師考試法律問題之研究—以國人取得波蘭醫學院畢業證書為例」這個題目作為研究的對象，將使吾人學習到： 1. 什麼職業算是「專門職業及技術人員」，「醫師」這個職業算是「專門職業及技術人員」之一種嗎?「醫師專技」的工作權和一般的工作權有何不同? 2. 我國針對「本國」、「外國」、「大陸地區」的醫學學歷的審查和採認有不同的標準嗎? 我國負責學歷採認的政府機關和其法源依據是甚麼? 如果有不同的採認標準，則對持外國醫學學歷的應國家醫師考試的應考人而言，會有甚麼影響? 3. 考選部據「考選部醫師牙醫師審議委員會」之決議做成的「暫准報名，緩發及格證書」的行政行為，其法律性質為何? 因為有部份應考人在簽完此份行政契約之後，卻又在考試過後向台灣高等法院聲請假處分，所以有關「實習期滿成績及格」之認定所產生的爭議，在本文中會隨同「信賴保護原則」，「不確定法律概念之適用」等相關議題一起討論。 4. 從比較法的觀點，我們會思考國內現有的國家醫師考照制度，和美國、日本、韓國的國家醫師考照制度，以及美國、日本、韓國對於持外國醫學學歷者到他們國家去參加國家醫師考試的時候，外國人需準備何種學歷證件去做學歷審查，將會面對何種考試去採認他們的學歷、資格。 由以上的研究，我們發現：「實習期滿成績及格」的認定隨著考選部醫審會的調查結果，在不同時期有不同的認定標準，本文肯定最終提出凡「以國外學歷報考者，須繳驗國內醫療機構出具之實習期滿成績及格證明」的決定，而非僅適用在波蘭醫學畢業生。醫學生招生總額管制本文也肯任有其存在的必要性，但是對於管制的醫學生招生總數和法源依據有再檢討的必要。

本研究係為建構我國高中校長培育之雛型，研究內容涵蓋培育專業課程、師傅校長、現場實習及相關配套措施等。為建立研究架構，先進行文獻分析探討及歸納，並事先訪談學校教師、校長及教育行政主管機關人員以蒐集實務運作意見，經編製成調查問卷，以作為調查工具。以臺北市高中校長、主任、國中校長及教育行政主管機關人員計268人為問卷發放對象，問卷回收222份，回收率達82.84%。問卷回收後，採平均數、標準差、次數分配表及交叉表等方法進行統計分析及討論。謹將本研究獲致之結論臚列如下： 壹、校長培育制度規劃可採本研究建構之四項內涵規劃 貳、高中校長培育專業課程： 一、受試者知覺整體高中校長培育專業課程為需要程度。 二、高中校長培育專業課程以行政管理得分最高。 三、於校長培育專業課程前先行學員評估，據以規劃課程。 參、高中校長現場實習及師傅校長制度 一、於培育課程中期開始，每週安排校長實習課程。 二、校長應每週一天赴學校實習，為期一學期至一學年。 三、依學員意願分配至願意提供實習之學校實習，並經培育單位同意。 四、校長應在二所以上（含二所）不同特色（或程度）學校實習。 五、師傅校長甄選應由校長團體推薦優秀且適合之校長，並經教育主管機關認可。 六、師徒配對方式，以培育單位提供師傅校長名單供學員（實習校長）選擇，並獲師傅校長同意較為合適。 七、師傅校長與學員（實習校長）的配對以一對一形式為佳，於適當時機，增加各師傅校長及各實習校長彼此互動機會，以獲致團隊學習效果。 八、師傅校長參與方式，在培育課程中，每週應安排師傅校長授課時 間。 九、獎勵師傅校長輔導實習校長較佳方式係發給合理酬勞。 肆、校長培育相關配套措施 一、宜由地方教育主管機關所屬教師進修研習中心負責辦理高中校長培育制度。 二、應以資績評分（含學歷、服務年資等）、口試及筆試三項分數選育人員。 三、校長培育專業課程若以儲訓班方式辦理，應儲訓九週至十二週為宜。 四、校長培育專業課程若以修碩士班層級校長學分班辦理，應修畢32學分。 五、校長培育專業課程，應安排於假日及寒暑假期間實施。 六、校長培育時程，應為半年以上未滿一年。 七、校長培育經費應由教育主管機關提供學員部分補助。 八、完成培育課程可於參與校長遴選時加分或將其列為參與校長遴選之必要條件，最能提昇校長參與培育意願。 / The purpose of this study is mainly focused on establishing the preparation prototype of senior high school principals in Taiwan; and the contents of this study contained the professional preparation courses, mentor principals, field internship and related accompanying measures etc. In order to establish the structure of this study, the author first conducted the literature review and generalization, as well as interviewed school teachers and principals and education authority to collect the data of field management as the opinions, in addition, the author then organized and revised the collected data and opinions to make a questionnaire as the research tool of this study. Adopted senior high school principals, directors, junior high school principals and education authority, the total number of them is 268, as the target to distribute this questionnaire; the number of returned questionnaire is 222, and the returned rate is reached 82.8%. Furthermore, mean, standard deviation, frequency distribution and cross table etc. methods were used to statistically analyze and discuss on the returned questionnaire of this study. The obtained outcomes are shown as follows: I. The principal preparation system can be implemented based on the four areas constructed by this research: II. Professional preparation courses of senior high school principals: 1.The degree of needs of professional preparation courses of senior high school principals perceived by the subjects. 2.Administrative management is ranked the highest in the professional preparation courses of senior high school principals. 3.The evaluation of trainees should be conducted before the commencement of the principal preparation courses in accordance with which the course contents should be planed. III. Senior high school principal internship and mentor principal system 1.Internship courses should be arranged every week since the middle of the preparation courses. 2.The principal should spend one day per week as an intern in school for the period between one semester and one school year. 3.The trainee should be assigned as an intern to the school which he/she so chooses which should be approved by the education authority 4.The principal should be an intern in at least two schools (including) which have different features (or levels). 5.The selection of mentor principals should be made from outstanding principals who are recommended by the principals’ association and approved by the education authority. 6.The matching of the mentor and disciple should be made by the trainee (intern principal) who makes selection from the list of mentor principals provided by the preparation institution. 7.The matching of the mentor principal and trainee (intern principal) is preferred in the one-to-one form. If opportunities allow, the interaction between the mentor principal and disciple principal should be increased to achieve the results of group learning. 8.In terms of the mentor principal’s participation, lecture hours should be arranged for the mentor principal. 9.The better incentive to encourage the mentor principal to provide guidance for the disciple principal is the provision of reasonable remuneration. IV. The supporting measures for the principal preparation 1.Teachers’ training institutions under the local education authorities should be responsible for the implementation of the principal preparation system. 2.The trainees should be selected as per their seniority and performance scores (including education, years of service, etc), oral examination and written examination. 3.In the event that the professional preparation courses of principals are undertaken for the purpose of training future principals, the adequate length of preparation should be between 9 weeks and 12 weeks. 4.In the event that the professional preparation courses of principals are undertaken by way of the principal credit program at the level of master’s degree, the total credits required for graduation should be 32 credits. 5.The professional preparation courses of principals should be implemented during holidays and summer, winter vacations. 6.The length of the professional preparation courses of principals should be between half a year and one year. 7.The education authority should subsidize part of the expenses of the professional preparation courses of principals. 8.The completion of the preparation courses may be treated as bonus points in the selection of principals or set as the requirement for the participation in the selection of principals, which will motivate principals to participate in the training program.