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
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.
|關鍵詞||方案理論評鑑、行動模式、改變模式、教師專業碩士學位學程、標準本位師資培育、program theory evaluation、action model、change model、teacher professional master degree program、standard-based teacher education|