This study examines whether teacher education institutions have made curriculum changes conforming to Taiwan (R.O.C.)’s policy document “Guidance for R.O.C. teacher professional competence- Standard for pre-service teacher education curriculum”. This study also investigates the challenges, and coping strategies experienced by institutions in the process of implementing the policy.
Through a purposive sampling, we selected 20 secondary school teacher education institutions (out of the 40 institutions in Taiwan) based on the regions and the characteristics of the institutions. Accordingly, 20 directors and 20 administrative staff from these institutions were interviewed in a semi-structured manner.
1. There were varying levels of commitment to the curriculum reform in the teacher education institutions. The keys to the full implementation of the curriculum change were the leadership of supervisors, the commitment of teachers, the guidance for students, and the supplementary measures for screening and selection.
2. The teacher education institutions generally disagreed an element of the policy, that of an "increase or decrease of the minimum number of credits for each professional course category", most notably the requirement of the number of credits for practical courses and the elimination of field service hours.
3. In the process of implementing the policy, teacher education institutions experienced challenges and difficulties at administration, teacher, and student levels. We observed that some institutions developed their own coping strategies.
4. These challenges at administration, teacher, and student levels forced challenges for each institution that varied depending on their characteristics.
1. Previous studies investigated single-school cases in terms of experience sharing and scholarly critique. Although there is one empirical study, there is still a lack of empirical literature from the perspective of teacher education institutions.
2. This study examines the implementation methods, problems, and coping strategies from the perspectives of 20 secondary school teacher education institutions, which gives a broader perspective of the status of the implementation of this curriculum reform, and compiles relevant strategies and suggestions as a reference for teacher education institutions and government authorities for policy revision.