| Summary: | 碩士 === 南華大學 === 教育社會學研究所 === 95 === This discourse analyses the changing process of teacher education institution in the historical track by the viewpoint of historical institutionalism. And it finds out the agents who in the constrained region of the original institution, how would they select the particular policy or formula at the critical juncture, leading to the change of teacher education institution.
Look back on the transmutation of teacher education policy, after declaring“Teacher Training Education Act”in 1979, it assumed uniform and closed development. But it changes to a diversified and open mode when it constituted“Teacher Education Act”in 1994. This was the first significant conversion of teacher education institution. However, it became open and constrictive mode when it amended“Teacher Education Act”again in 2002. The teacher education institution faced the second important conversion. Furthermore, it declared“The Formula for Planning Educational Amounts of Teacher”in 2004, and alleged to decrease the concrete number and effectuated schedule of the amount of teacher education. Why it assumed the transfer of path in our teacher education institution？ What is the effect of factors brought about the institution change? Hence, this discourse according to the description of historical institutionalism analyses the interaction of institution and agent in the above-mentioned stages, and how to create the change of institution.
The research found that teacher education institution couldn’t maintain the original form. With the transition of time and space, the change of the interior institution or the exterior environment would let the institutional development come to a crisis. For example, it is the exogenous motive to change Teacher Training Education Act. It is the endogenous motive to amend Teacher Education Act. And it is the exogenous motives to change New Teacher Education Act locally. Therefore, the agents use the chance and asymmetries of power to act. Finally they cause the change of teacher education institution at the critical juncture.
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