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|Other Titles:||A Historical Approach on theGovernment-Funded System for TeacherPreparation|
National Taiwan Normal University
This study used Taiwan’s Teacher Education Act of 1994 as a cut-point for distinguishingnormal education (fully funded) and teacher education (partially funded) government-fundedsystems, examining the design concept and limitation of government-funded systems. This study’sfindings of a historical approach analysis are: (1) The objective of developing thegovernment-funded systems is to prepare national teachers during normal education stage and strivefor regional equity in the context of teacher education openness; the function of government-funded isto attract talents and promote social mobility. (2) The treatment, obligation, and compensation ofgovernment-funded of teacher education were little difference in time between normal education andteacher education with social change. (3) Limitations on the design of the government-fundedsystem during normal education to current in diversity teacher education are the existence ofgovernment-funded system is questioned, the limitation to prepare perspective teachers’ professionalknowledge and competence, and the limitation of attraction to talent. The goal of new institution toequalize the teacher quality between different regional is still be reviewed in the future. As a result,the paper offers some suggestions that focus on the limits of government-funded teacher educationthrough perspectives after historical analysis to be as reference for revising relative institution.
|Appears in Collections:||教育科學研究期刊|
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