Age Stereotypes of Older Primary Teachers in Taiwan

Autor/inn/en	Chen, Hsin-Jen; Wang, Ya-Hsaun
Titel	Age Stereotypes of Older Primary Teachers in Taiwan
Quelle	In: Educational Gerontology, 38 (2012) 5, S.362-371 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/10668926.2011.559839
Schlagwörter	Learning Motivation; Student Attitudes; Foreign Countries; Stereotypes; Classroom Techniques; College Students; Role Models; Age Differences; Older Adults; Asian Culture; Confucianism; Interviews; Elementary School Teachers; Western Civilization; Social Change; Attitude Change; Teaching Experience; Social Bias; Teacher Education Programs; Preservice Teachers; Taiwan + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schülerverhalten; Ausland; Klischee; Klassenführung; Collegestudent; Identifikationsfigur; Age; Difference; Age difference; Altersunterschied; Älterer Erwachsener; Konfuzianismus; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Wandel; Attitudinal change; Einstellungsänderung
Abstract	Elder respect in East Asia has a long history that could be derived from Confucian philosophy. However, with the rapid development of westernization, younger people have gradually depreciated the value of elder respect and seek a reciprocal relationship with the elderly. A literature search revealed that age stereotypes would be both negative and positive. This study employs the qualitative approach, mainly through interviews, to collect college students' attitudes towards older primary teachers. The research findings illustrate three characteristics: (a) the value of elder respect from college students seems to have gradually declined, particularly under the impact of westernization and industrialization, although some students did still believe in elder respect influenced by Confucian philosophy; (b) some students' negative stereotypes of older primary teachers include that older primary teachers are resistant to change, unwilling to accept new ideas, and less motivated to learn; (c) some students' positive stereotypes towards older primary teachers are that they are experienced in teaching and classroom management and role models for younger teachers. This study raises several issues and questions that may contribute to further research. In addition, the study proposes some implications for educational authorities. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10