The Transformation And Enlightenment Of Teacher Education In Taiwan Since The Promulgation Of Teacher Education

Since ancient times,Taiwan is an inalienable part of China. The normal educationwhich in Taiwan and the mainland of China, both inherited the long history ofChinese, with the same characteristic. For three hundred years,especially since the1950s,the normal education of Taiwan has formed a set of relatively complete andunique system,to adapt to the local social system,the development of economic andthe needs of development of the local education. There are three periods ofdevelopment: First,the recovery and reconstruction at the beginning of Liberation ofTaiwan(in1945-1950);Second,the preliminary development and maintaining periodof normal education(in1951-1960);Third,the reform and developing period of normaleducation(in1961-2014). This paper mainly research the reform and developingperiod of normal education of Taiwan, after1994The Teacher Training Law issued,about the transformation of normal education in Taiwan.After The Teacher Training Law issued,Taiwan normal education has experiencedsome transitions,like unified cultivation into diversified cultivation of Teachertraining,the system of public expense into self-supported supplement publicexpense,Teacher’s qualification examination become a mere formality to strictselection,and pedagogical colleges and universities to develop in the comprehensiveuniversity. After20years of reform process,the normal education of Taiwan has beena historic development:Teacher education has been diversified channels,rationalcultivation model, Teacher’s qualification examination become strictness,etc. Thereform has a positive impact on the development of Taiwan normal education,at thesame time,also brought unexpected probiems:Broaden the channels of Teachereducation has trained a large number of teachers at the same time also brought theimbalance of supply and demand of teachers; broaden the channels of Teachereducation and the cancellation of the socialized system has make pedagogical collegesand universities lost their privilege advantage in teacher education;many universitiesset up education courses,but leading to low quality of teacher education due to inadequate investment and run a school in mix good and bad,ect. The normaluniversities are also constantly looking for transformation in the process ofreform,The national Taiwan college of education, as the only college of educationwho independent setted by kuomintang authorities in Taiwan,national Taiwan collegeof education(In Auguest1989,National Changhua University of Educationinstead),also increase the faculty of science and engineering in the reform,and wantbecome a comprehensive university with effort.Taiwan and the mainland have the same root, the same origin, and the samelanguage, so is the development of teacher education. The concept of teachereducation experienced an extremely long period of development, changing frompedagogical education to teacher education. Nowadays, teacher education in themainland is facing the problem of the incomplete teacher education system, the lackof teachers in the poor countryside, the absence of the spirit of profession, theinsufficiency of the sense of cooperation, and so on. The revolution of teachereducation should start with the renew of concept, improving the construction of thestandardization and profession of teacher education, put more empathize on buildingthe system of teachers’ lifelong study, and rebuild the leading role of normaluniversities and colleges in teacher education. This thesis is hoping to drawing lessonsfrom the experience of Taiwan teacher education revolution, inspiring the revolutionand development of mainland teacher education.