Search results for: Taiwan
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The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Updated: Apr. 08, 2013
Taiwanese Technical Education Teachers’ Professional Development: An Examination of Some Critical Factors
The goal of the current study was to probe into the influences of task autonomy, organizational learning, and group cohesiveness on innovation of professional development by technical education teachers, and their relationships. The authors conducted a questionnaire survey on full-time teachers of 14 Taiwanese technical educational junior colleges.
Updated: Nov. 21, 2011
World culture and experienced primary school teachers’ understandings of educational changes in Taiwan
The article describes a study exploring the perceptual changes among Taiwan's experienced teachers, and their responses to a converging world culture and environmental effects on people's inner world. The researcher finds that most participants adapt certain abstract world culture ideals and norms compatible with their own values, while gaining respect for equality and an increasing awareness of a global society.
Updated: Feb. 10, 2008