Strategic actions for improvements by the Ministry of Education in response to the results of TEDS-M 2008 in Taiwan
Dept of Secondary Education
Ministry of Education
The Ministry of Education published the following actions in response to the press release of the initial results of Teacher Education and Development Study in Mathematics, Taiwan:
The ministry of education is in charge of the nation’s teacher education policy planning and execution, and is highly watchful for the results of the TEDS-M 2008 in Taiwan. Minister Ching-Ji Wu, considering teacher education being the core element for the quality of education and the key to a successful education renovation, declares the following as the blueprint for the teacher education of the future:
- Establish the nation’s first dedicated administration department for teacher education: For the purpose of overall continuous planning and steady development of the teacher education system, the Ministry of Education will set up teacher education planning and Training Department in accordance with the reformation of the infrastructure of the Executive Yuan to integrate the three core elements of teacher education policy: pre-service education and cultivation, educational practicum and teacher certification, and continuing education for in-service teachers. The purpose of the integration is to drive forward the professional and continuous development of the teacher education system, and to raise the quality of education.
- It is necessary to review and explore the contents and number of mathematics courses, mathematics pedagogy courses, and general pedagogy courses in the teacher education curriculum at the secondary and elementary school levels. It is especially urgent to implement the improvement of mathematics learning theory, utilization of mathematics teaching materials & methods, and mathematics education practicum curriculum. At the same time, a permanent and continuous mechanism should be established to train the developers and build up examples of these teaching materials and methods.
- Teacher education universities should have a minimum percentage of direct or related experiences in teaching at the secondary or elementary levels. This will facilitate the integration of abstract theories and practical teaching and the implementation of the combined mechanism for teacher education training and utilization. It also encourages the employment of experienced secondary and elementary school teachers by the teacher education universities. For the purpose of implementing the function of education practicum supervisions, it is necessary to drive forth the establishments of secondary and elementary level professional development schools and to fortify the cooperative research and professional development community between secondary and elementary schools and teacher education universities.
- Job searching for teachers becomes harder under the trend toward fewer children, which in turn effects intern teachers’ career planning. Ministry of Education will coordinate with regional education departments to pushing the approval of the retirements of teachers, promote the trend toward younger teachers, and implement the mechanism of eliminating incompetent teachers. It will also establish a reasonable limitation on the percentage of mandatory and substitute teachers, implement the release of teacher screening and selection openings (including mandatory and substitute teachers), and plan appropriate budget for free tuition of teacher education. The Ministry of Education also encourages high quality teacher education institutions to develop international teacher education and certification, and international teacher exportation.
- The teacher workforce and the integration of courses of normal universities/universities of education are more sufficient than universities with teacher preparation centers. For the purpose of training high quality professional teachers, Taiwan should focus on key teacher education universities to plan comprehensive pre-service teacher education curriculum and foster the morality and ambition of the pre-service teachers for the career in teaching.
The analyses prepared for this report and the views expressed are those of the author’s and do not necessarily reflect the views of the IEA.