Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

Autor/in	Liu, Tze-Chang
Titel	Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives
Quelle	In: Policy Futures in Education, 13 (2015) 4, S.518-528 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210315572674
Schlagwörter	Foreign Countries; Program Evaluation; Teacher Education Programs; Criticism; Higher Education; Accreditation (Institutions); Policy Analysis; Neoliberalism; Ideology; Educational Policy; Interviews; College Faculty; Accountability; Educational Quality; Teacher Attitudes; Educational Change; Stakeholders; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; Kritik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politikfeldanalyse; Neo-liberalism; Neoliberalismus; Ideologie; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Fakultät; Verantwortung; Quality of education; Bildungsqualität; Lehrerverhalten; Bildungsreform
Abstract	This paper focuses on the influences and changes of recent Taiwan teacher preparation program evaluation (TTPPE) as one of the national evaluation projects conducted by the Higher Education Evaluation and Accreditation Council of Taiwan. The main concerns are what kind of ideology is transformed through the policy by means of evaluation, and what influence TTPPE has as well as its usage. The first section provides a brief introduction of the development of TTPPE. The second section illustrates how market ideology (mainly neo-liberalism) influences and transforms into policy agenda. The third section critiques original usage of TTPPE outcomes. The last section shows the visions and challenges for TTPPE. The research methods include policy analysis of official documents and interviewing four stakeholders and faculty members to understand their experience and reflection. The paper is expected to provide critical insights for future teacher preparation program evaluation projects as well as for other teacher programs evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01