| Project/Area Number |
17530584
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Sendai University |
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Principal Investigator |
SATO Mikio Sendai University, Department of Physical Education, Professor (30142904)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥300,000)
Fiscal Year 2007: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2006: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2005: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Taiwan / Teacher Education / Teacher Training / Teacher Recruitment / In-Service Teacher Training |
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| Research Abstract |
In 1994 “The Teacher Education Law" was established. In 1995 “The Teacher Law" that specified the position of the teacher was established. These two laws brought about a big change to the system of teacher education in Taiwan.
The new teacher recruiting system by The School Teacher Appraisal Committee was introduced. Even in-service training changed to a compulsory character from the character of the promotion. The teacher training, that was limited to the education college, became possible with the condition that even a general college opens the teacher-training course. As a result, the training system of the teacher turns diversification and has gone ahead toward a free competition target.
However, teacher education is having the problem a lot generally. Because the law has been revised frequently in the short term the prescription is complicated, and is lacking in concreteness and efficacy. Because there is little demand of a teacher, national teacher training colleges is faced with the crisis of management. The difference of the contents of the training curriculum is big. The function of the teaching practice is not working sufficiently. Also, the actual situation of the teacher recruitment is not grasped sufficiently. As for teacher examination for service, there are not whole country common fair and an objective standard. Even the treatment of teacher that is incompetent for teaching is lacking an effective method. As for in-service training, there is not a general training system, and the actual demand and training contents are separating.
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