Professional development of primary school teachers in Taiwan:
Challenges and strategies
Li, Shiaau-Rurng
Ph. D., National Taiwan Normal University, Taiwan.
Kao, Chieng-Hwa
Dean, College of Education and Communication, Tzu Chi University, Taiwan.
Paper presented at the British Educational Research Association New Researchers/Student Conference, Institute of Education, University of London, 5-8 September 2007
Abstract：
In recent times, the development of primary school teachers’ education in Taiwan has been facedwith its most critical turning point. This is because the education market is diminishing due to the lower birth rate and changing environment, and fewer students are entering schools; thus, the extra teachers have difficulty in finding alternative jobs. In order to resolve this problem, the Ministry of Education has announced a transition project to help the universities, which have been training teachers for half a century, to find avenues for the teachers’ further development and train their students in professional skills other than teaching. Most importantly, this project’s future aim is to enhance the quality and promote the professional development of in-service primary school teachers. This paper focuses on the professional development of primary school teachers. First, it presents the recent developments in professional teacher education in Taiwan, including the education reform action plan undertaken during 1999–2003. Second, it illustrates the main models for this professional development. Third, it explains the challenges encountered in the implementation of the reform plan and discusses the possible strategies that can be adopted in order to confront these challenges. Finally, this paper introduces new policy directions indicated by the official document, including the main projects of the Ministry of Education, and concludes with some reflections on the professional development of primary school teachers in Taiwan.
Keywords: primary school, teachers’ professional development, Taiwan
To begin with, this paper presents the recent developments in professional teachers’ education in Taiwan, including the education reform action plan undertaken during 1999–2003. Second, it illustrates the main models for teachers’ professional development, following which it highlights the challenges in the implementation of the above-mentioned reform plans and discusses the possible strategies to confront them. Finally, this paper introducesthe new policy directions indicated by the official document, including the main projects of the Ministry of Education, and concludes with some reflections on the professional development of primary teachers in Taiwan.
- The education reform action plan during 1999–2003
During the late 90s, the Ministry of Education in Taiwanformulated the education reform action plan, the main concerns of whichincluded teachers’ trainingand their in-service professional development. In the action plan for 1999–2003, the main focus was on the professional development of interns as well as in-service teachers;this involved not only enforcing the programme in the teacher training centres of colleges but also evaluating the teachers’ effectiveness. With regard to in-service teachers, the Ministry of Education has proposed laws to regulate the system. Both the central and the local governments have jointly proposed a lifelong learning system for teachers and a central sponsor for the learning centres.The teachers are encouraged to work on their career progression (not official yet), and a whole set of learning programmes has been prepared for teachers. Various universities and organizations have begun tooffer diverse programmes to facilitate this reform plan. Moreover, teachers can acquire credits, degrees, and learn through the Internet,depending on their requirements. Teachers are also encouraged to use new teaching technology for learning and teaching. Most importantly, the ‘school-based’ learning model has been adopted as the best way to manifest individual character. Further, teachers are encouraged to conduct action research in order to solve their practical problems, with the senior teachers in each group acting as the group leaders.
2. The main models for the professional development of teachers
2.1 The theory of teachers’ professional development focuses on the following indicators:
2.1.1 Knowledge and skills
Teachers gain new professional knowledge and skills and learn how to apply them in the teaching process, thereby enhancing teaching effectiveness.
2.1.2 Self understanding
Teachers rethink their teaching process, reflect on their teaching techniques, and realise how to plan their personal professional learning.
2.1.3 Sharing ecology
Based on their new learning, teachers understand their respective schools’ vision and participate in professional projects in order to establish a culture of sharing in the school.
2.1.4 Leisure for teachers
Teachers are encouraged to participate in school leisure activities;thislessens their work pressure and promotes the relationshipsbetween colleagues, thus enhancing job satisfaction.
2.2 The core abilities pertaining toteachers’ professional development
2.2.1 Educational beliefs
Teachers need to understand student development, integrate their beliefs into teaching, and reflect on their teaching.
2.2.2 Professional attitudes
Teachers should promote their teaching effectiveness and learn to teach effectively, while adhering to professional ethics, including laws and rules.
2.2.3 Teaching skills
Teachers should familiarize themselves with teaching skills and use information technology to teach more creatively and effectively.
2.2.4 Teaching material
Teachers need to familiarize themselves with their teaching subjects and the related resources, and design the curriculum, if required.
2.2.5 Educational trends
Teachers should understand the educational strategies being employed both globally and locally and use a systematic approach to analyselearning-related issues and critical problems.
2.2.6 Classroom management and student counselling
Teachers need to set rules for students, use the power of groupdynamics to effectively lead the class, and use counselling skills when required.
2.2.7 Research knowledge
Teachers should know how to conduct a case study or action research in order to solve their classroom problems.
2.2.8 Teaching leadership
Teachers should share a good relationship with their community and design relevant programmes for their students so that they can learn more about the community in which they live.
2.3 To propose the model for teachers’ professional development
Thus far, we have discussed the theory and core abilities pertaining to theprofessional development programmes for teachers; in this section, the author attempts to build an ideal framework that would support this development. The model includesboth pre-service and in-service periods, and some of its stages are based on legal stipulations, such as internship, qualifications, and performance, whereas some stages emphasize creativity, such as career progression, the license renewal process, and teaching evaluation.
The model for the teachers’ professional development can be presented as follows:
2.3.1 Pre-service stage
Universities with teacher training centres will assume the responsibility of conducting the programmes for potential teachers, wherein 40 credits cangenerally be acquired during the course of study, and after graduation, the students may apply for a 6-month internship.After completing this internship, they are required to pass a qualifying examination in order to obtain the teaching license.
2.3.2 In-service stage
Those who have already acquired the teaching license are required to appear for another test in order to take up a position in the schools and become basic degree teachers.
During the first five years, these teachers are required to conduct research studies and undergo teaching evaluation in order to be promotedtothe position of a second degree teacher. The license is renewed at this stage, and this is the basic qualification for school directors.
In the next five years, teachers need to conduct research studies, undergo a teaching evaluation, and also get a promotion in order to become a first degree teacher. The license is again renewed at this stage, and this is the basic qualification for school principals. Teachers in this stage can either appear for the principal’s license exam or pass another teaching evaluation and become senior teachers.
Figure 1: Teachers’professional development model
- The challenges in the implementation of the reform programme and the possible strategies
The challenges and strategies are presented as follows:
3.1 The over-protective employment system
Among the challenges in professional development, first is the over-protective employment system. From elementary to high school, most teachers are paid by the government and the position is not lost even if the school closes down; central and local governments jointly handle this welfare programme. In such a scenario, the teachers do not need to worry about the effectiveness of their teaching nor their cost effectiveness. The strategy is to reform the teachers’ career progression and performance base; every teacher must pass the exams for different levels before assuming higher positions.
3.2 The educational reform plan
The educational reform plan has been under implementation for more than ten years. Although this project has primarily been designed by scholars, teachers have not accepted its ideas. Moreover, its results fall short of the original expectations. This has created confusion among teachers with regard to what they should do or learn, and there is a growing perception among them that they are being forced to accept others’ideas on teaching or curriculum. In such a scenario, the teachers will be unable to learn creative methods of teaching. The strategy is to increase their professional abilities in order to promote learningby means of the reform programme and integrate the teachers’ practical experience into the reform framework.
3.3 The shortage of teaching positions
Since 2004, many of the elementary schools in Taiwan are facing serious problems resulting fromthe low birth rate; due to this, teachers have fewer students to teach. The Ministry of Education is attempting to solve the problem by reducing the class size. However, this change is being implemented rigidly, and until 2010, senior high schools will continue to face this problem, which will, in turn, certainly affect high schools as well as higher education. By then, some schoolsmight even have to close down. In such a scenario, a pre-service teacher needs to be among the top six out of 1000 potential candidates to qualify for a teaching position. The strategy involves increasing the teacher–student ratio and to focusing more on quality issues; moreover, the government is attempting to implement reward schemes for families with newborns, in order to encourage a higher birth rate.
3.4 Insufficient courage to conduct teaching evaluation
Since 2006, some schools have been participating in a teaching evaluation project. In 2007, 257 schools participated in this project. This implies that the rate of participation is very low—the reason being that most of the teachers are protecting themselves and are not willing to undergo evaluation. As long as the performance assessment results indicate ‘all pass’, the teachers will not attempt to accept the idea of ‘learning by evaluation’. The proposed strategy to combat this involves formulating regulations and motivating teachers to accept the concept of evaluation so as to project evaluation as not only a necessary element but also a good opportunity to assess teachers’ performance and progress.
- The introduction of new policy directions
In Taiwan, the recent issue regarding the teachers’ professional development pertains tothe teachers’ career progression. The rules for the policy direction as regards the teachers’ career progression are as follows:
4.1 Voluntarily participation
In the first stage, teachers can apply to be included in the career progression system or choose to remain in the regular system.
4.2 Encouragement to participate in the career progression system
When career progression is related to the salary, it causes further problems; thus, the government is considering implementing some reforms such as reducing the teaching load, providing teachers with extra bonus, etc.
4.3 Focus on professional performance
In the career progression system, the focus is on the teaching years, performance, and the research studies conducted by the teachers, for example, the teaching, research, and the knowledge acquired by them. Moreover, the quality of teaching is of utmost importance.
4.4 Free Communication
Although the government is the policy owner, it needs to communicate with the local governments and the different educational units in order to understand their requirements and difficulties. If the government needs to fully implement its policy, communication between these units is essential for the smooth functioning of this policy.
5. Reflection on the professional development of teachers in Taiwan
Education moulds our way of life, and since the environment is changing very rapidly, teachers need to constantly improve themselves. Teachers in Taiwan possess high-quality teaching skills, but many of them have become accustomed to the welfare measures undertaken by the government and have forgotten to promote themselves. The concept of career progression may provide teachers with the opportunity to learn more about their profession and provide the necessary pressure for their growth. With regard to the government, the author believes that its policiesare unclear at this moment. In other words, many teachers are not aware that they can opt for the career progression system; this might be due to the heavy teaching load and lack of communication. The Ministry of education is planning to implement the license renewal project, too, so that teachers will need to obtain new licenses for different teaching positions.
Most importantly, policy regulations or any other factor related to teachers’ professional development is likely totake time for its propercomprehension and implementation. In conclusion, the present study suggests that teachers be asked to study the rules and indicate which they believe are beneficial and should be retained,in order to eliminate the obstacles in the implementation of the reform plan.
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