Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(2)】June (Special Issue: The Innovation and Enhancement of Teacher Professional Development in Taiwan)
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(Special Issue) Effects of Teacher Education Reform in the Standard-Based Policy Context: Analysis of a Teacher Education Program by Applying the Action Model/Change Model Schema
Author: Hui-Ling Wendy Pan (Graduate Institute of Educational Policy and Leadership, Tamkang University), Chiu-Wei Hung (Ciao Cheng Elementary School, Sanyi Township, Miaoli County)
Vol.&No.：Vol. 65, No.2
Date：June 2020
Pages：73-104
DOI：10.6209/JORIES.202006_65(2).0003
Abstract：
The Teacher Professional Master Degree Program launched by the National Taichung University of Education has drastically reformed Taiwanese teacher education in recent years. The Ministry of Education promoted this program in a standard-based policy context. To evaluate its effects, this study used the evaluation approach of action model/change model schema. In the preliminary stage, the program’s action model/change model schema was constructed through literature analysis, document analysis, and interviews. Furthermore, the survey and interview data were collected to evaluate the schema’s change model. Specifically, the implementation of the program and how students’ practical reflection mediated the relationship between curriculum implementation and students’ professional performance were explored. The findings revealed that the scores of curriculum implementation, students’ practical reflection, and professional performance were all at a moderately high level. Additionally, it was found that curriculum implementation exerted main effects on students’ practical reflection and professional performance. However, innovative teaching, as a dimension of practical reflection, partially mediated the effects of curriculum implementation either on professional performance or on its two dimensions (professional practice and professional responsibility). Observation and reflection, another dimension of practical reflection, also had mediated effect but only on professional knowledge. The study suggested that integrated curriculum design is crucial for cultivating students’ professional competence and that skills of innovative teaching, and observation and reflection strengthen the program’s effect on student performance. Those two skills are significant intervening mechanisms that enable teacher education programs to achieve anticipated outcomes, in turn providing a direction for improving teacher education.
Keywords：program theory evaluation, action model, change model, teacher professional master degree program, standard-based teacher education
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