Abstract
Taiwan's 12-Year Basic Education, which was implemented in 2014, claims that primary and secondary school teachers must promote their professional development to improve students' learning. This study analyzes existing literature to achieve the following research aims: 1. To understand the connotations of professional development for teachers and the current situation in Taiwan, and to analyze the planning strategy for professional development for teachers after the implementation of the 12-Year Basic Education in Taiwan. 2. To analyze the main issues with the professional development of teachers in Taiwan after the implementation of the 12-Year Basic Education. 3. To analyze the main strategies to promote the professional development of primary and secondary school teachers after the implementation of the 12-Year Basic Education. Using a literature review, this study explores the direction and implications of professional development for teachers in Taiwan, the issues that affect teacher professional development after the implementation of Taiwan's 12-Year Basic Education and proposes strategies for professional development of primary and secondary school teachers. The recommended strategies for promoting the professional development of teachers are: (1) establishment of teacher professional standards and pre-service teacher professional literacy, (2) use of international surveys as a guide, (3) strengthening the effectiveness of educational leadership and (4) implementation of the Teacher Professional Development Support System.
Highlights
The early 21st century is characterized by rapid developments, permeating digital technologies and increasing numbers of students
This study explores the direction and implications of professional development for teachers in Taiwan, the issues that affect teacher professional development after the implementation of Taiwan’s 12-Year Basic Education and proposes strategies for professional development of primary and secondary school teachers
In 2012, the Taiwanese Ministry of Education published a White Paper on Teacher Education, which promotes the cultivation of core values of responsibility, conscientiousness and sustainability in teachers to instill a love for education and professionalism and to encourage effective curriculum implementation (Shih, Chen, & Ye, 2020)
Summary
The early 21st century is characterized by rapid developments, permeating digital technologies and increasing numbers of students. Suicide is a major concern in Taiwan and some do not care about their own lives and other people’s lives (Shih, 2020) This humanization must be practiced through education. In 2012, the Taiwanese Ministry of Education published a White Paper on Teacher Education, which promotes the cultivation of core values of responsibility, conscientiousness and sustainability in teachers to instill a love for education and professionalism and to encourage effective curriculum implementation (Shih, Chen, & Ye, 2020). The holistic development of the person is an issue for education in Taiwan To achieve these goals, teachers must participate in professional development. 2. To analyze the main issues with the professional development of teachers in Taiwan after the implementation of the 12-Year Basic Education. 3. To analyze the main strategies to promote the professional development of primary and secondary school teachers after the implementation of the 12-Year Basic Education
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