Literaturnachweis - Detailanzeige
| Autor/inn/en | Chen, Yih-fen; Reeves, Carolyn |
|---|---|
| Titel | An Inquiry into Teacher Concerns in Taiwan. |
| Quelle | (1998), (34 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Educational Environment; Elementary Secondary Education; Foreign Countries; Higher Education; Preservice Teacher Education; Student Teachers; Teacher Attitudes; Taiwan |
| Abstract | This study identified concerns of teachers in Taiwan and contrasted concerns of these teachers with the 56 concerns which comprise the Teacher Concerns Checklist (TCC), Form B, developed in the United States. A total of 294 teachers (155 preservice teachers and 139 inservice teachers) completed a Chinese version of the Survey of Teacher Concerns. The survey asked for demographic information, provided a definition of teacher concerns, then asked what issues concerned them about becoming or being a teacher. Respondents listed their concerns according to level of concern. Data analysis indicated that there were a total of 149 areas of concern. Preservice and inservice teachers generated similar statements of concern in 53 areas, differing considerably in level of concern in six of the areas. Both groups were concerned about 18 areas not included in the TCC, mainly related to traditional Chinese culture, educational reform, personal welfare of teachers, and the contemporary societal environment in Taiwan. Teachers in Taiwan expressed concern about 18 areas contained in the TCC. Overall, teachers were highly concerned about too many instructional duties; students' morals and behaviors; students' academic grades; students' safety; having proper and enough instructional equipment; instructional materials not being appropriate; students' attitude toward learning; communication with parents; and having opportunities for inservice training and/or advanced study. The survey of teacher concerns and areas of concern identified by teachers are appended. (Contains 23 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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