芬蘭幼教師資培育學程實施協同教學已有相當歷史，本研究即以之為對象， 探究高等教育階段協同教學發展之歷程與影響因素。研究者親赴芬蘭坦佩雷大學 （University of Tampere）教育學系幼教師資培育學程，除蒐集相關文件資料之 外，並選取該校幼教師資培育學程中的四門協同教學課程，觀察其課堂教學並訪 談授課教師。研究發現，該系多元的協同教學模式發展可歸納為兩個發展階段、 四個影響因素。首先在研擬階段，因該系的協同教學實施源於課程改革，故此背 景與教師共識，為協同教學的實施奠下紮實的基礎。進入設計與實施階段後，在 統整課程取向、跨學科或龐大授課負擔的教學內涵的影響之下，決定該系普遍進 行協同教學的實施範圍。接著在不同教學科目的學科內涵中，可具體看出對於授 課教師的需求。而在決定教師、開始分工後，則依其在科目中的影響力決定分工 情形，呈現多元的分工類型模式。同時由前述因素漸次影響，該系協同教學呈現 「主從教學」、「融合共建」、「均等分配」與「互動開放」四個不同的協同模 式，文末並針對協同教學實施與未來研究提出建議。

Co-teaching has been implemented in the early childhood teacher training program in Finland for a considerable number of decades. This form of teacher training was investigated to analyze the history and influential factors of the development of co-teaching models in higher education. Documents from the early childhood teacher training program advocated by the department of education in University of Tampere in Finland were collected. Four co-teaching courses were selected from the aforementioned early childhood teacher training program for this study. The classroom teaching processes in these courses were observed, and the teachers were interviewed. The research results revealed that the development of the diverse co-teaching models in the department can be divided into two developmental phases and four influential factors. In the planning phase, curriculum reforms and a consensus among the teachers laid a solid foundation for implementing the co-teaching models in the department. In the designing and implementation phase, the scope of the implementation was determined according to the teaching connotation oriented toward integrated curricula or interdisciplinary teaching or to reduce massive teaching burden. The connotations of the different subjects of instruction specifi cally revealed their requirements of teachers. After the teachers were selected, the instruction work was divided in accordance with the skills of the teachers in the subjects, thereby exhibiting a diverse model of the division of work. Under gradual infl uence of the aforementioned factors, four distinct co-teaching models, namely the one-teach/one assist, team teaching, parallel teaching, and station teaching, were present in the department. Suggestions were also provided in this study for future studies and implementations of co-teaching.