Science Teacher Education in Taiwan: Past, Present, and Future

Autor/inn/en	Tuan, Hsiao-Lin; Lu, Yu-Ling
Titel	Science Teacher Education in Taiwan: Past, Present, and Future
Quelle	In: Asia-Pacific Science Education, 5 (2019), Artikel 15 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
DOI	10.1186/s41029-019-0044-9
Schlagwörter	Foreign Countries; Science Teachers; Teacher Education Programs; Educational History; Elementary Secondary Education; Pedagogical Content Knowledge; Role Models; Educational Change; Competency Based Education; Teacher Competencies; Teacher Certification; Internship Programs; Inquiry; Interdisciplinary Approach; Teacher Qualifications; Teacher Supply and Demand; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; History of education; Bildungsgeschichte; Pädagogische Kompetenz; Identifikationsfigur; Bildungsreform; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrkunst; Berufspraktische Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrqualifikation; Lehrerbedarf
Abstract	For the purpose of introducing the trends and development of science teacher education in Taiwan, three stages of teacher education were explored in this study: the distant past (DP)--1949 to 1994; the immediate past (IP):1994 to 2017; and the present and future (PF): 2018 and beyond. Each of the three stages has had a different emphasis on science teacher education. In the DP stage, science teacher education in Taiwan focused mainly on preparing elementary and secondary school science teachers with sufficient science knowledge, pedagogical content knowledge and to be good role models in the classroom. During the IP stage, the "Teacher Education Act" [TEA] was enacted in 1994, and the teacher education system in Taiwan changed from a centralized system to a decentralized one. Multiple channels were opened for teacher preparation. In this period of time, the purpose of science teacher education shifted from providing good role models and sufficient science knowledge to developing competency-based professional science teachers. All teacher education programs in Taiwan could offer science teacher education training courses for pre-service science teachers. In addition, the teaching internship duration was reduced from 1 year to one semester. Teacher certification became a dominant focus in each county or school. During the PF stage, an amended TEA was implemented in 2017, and 12-year continued curriculum standards were officially implemented in the public school system in 2019. The 12-year continued curriculum standards address inquiry, practices and cross-discipline instruction. Science teachers need not only to teach science content knowledge, but also to integrate content knowledge, inquiry competence and other discipline areas into their teaching. The demand for good science teachers is increasing. Meanwhile, the low recruitment rate for science teachers impedes the public's willingness to enroll in teacher education programs. Few teachers with bachelor degrees can pass the teacher certification exam necessary to be hired in teaching positions. Although the conditions for pre-service science teachers are harsh, there is demand in our teacher education system to recruit science teachers with talent and passion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01