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A Study of Teacher Certification Systems
──The Case of R.O.C. Junior High Schoool Teacher Certification
ABSTRACT
Teacher certification connects teacher education program
with practice teaching, and forms licensing process. How do
preparatory and multi-channel teacher education programs and
school-based practice teaching influence accountability and
licensing standards? It deserves us studying the theme.
There are four purposes of the study:
1.Understanding the related literature and theories.
2.Understanding the teacher certification systems of five
developed countries (United Kingdom, France, Germany,
United States, and Japan) and Republic of China (R.O.C.) in
order to gain insights and suggest lessons of experiences
what we can learn.
3.Understanding the view of three normal universities and
department of education of Cheng-Chih University, higher
education institutions'' teacher education program centers,
educational administrative organizations, teacher seminars,
teacher unions, legislators, school staff, and householder
unions of R.O.C. about the first phase, practice teaching,
and the second phase of teacher certification.
4.According to the conclusions of study, the author provides
suggestions for R.O.C. teacher certification for junior high
school teachers.
The methods of study contain literature review and survey
research. Literature review includes six countries, and survey
research contains questionnaire (N＝1,229) and interview (N＝43).
The conclusions of study list below:
1.The approach of teacher education tends to be preparatory and
pluralistic.
2.The foundation of licensing standards is nothing to do with
the protection of academic freedom.
3.There are designated institutions responsible for the first
phase, practice teaching, and the second phase of teacher
certification.
4.The way of first-phase certification influences practice
teaching.
5.Teacher seminars have the function of integrating teacher
education program and practice teaching.
6.The first and the second-phase certification, both of which
don''t take test, can not guarantee the promotion of teacher
quality.
7.The training of teachers as professionals is different from
that of civic servant.
8.The members of national professional teaching certification
board consist of broad interested groups.
According to the conclusions, the suggestions of study list
below:
1.Be careful to steer the orientation of teacher education
program and the way of teacher training.
2.Early establishing teacher certification standards.
3.The process of teacher certification should include individual
tests, program accreditation, and institution accreditation.
4.Founding teacher seminars in order to integrate teacher
education programs and practice teaching.
5.Setting up experimental schools and contract school consortium.
6.Planning and realizing practice teaching in order to reinforce
the function of teacher certification.
7.Developing academic master degree theses to be more
professional / practical.
8.Founding national teacher certification institution or board,
and reinforcing the function of teahcer union''s certification.
9.Suggesting the teacher certification model of R.O.C..
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