Teach to live or live to teach: A case study on the educational beliefs of displaced teachers in Taiwan

dc.creator	Su, Yu-Nan
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:23Z
dc.date.available	2015-08-12T11:20:23Z
dc.identifier	2243-7703
dc.identifier	2243-7711
dc.identifier	https://doaj.org/article/941891c71cc444cd90934c4f76676495
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28221
dc.description	Current changes in the Taiwan’s Teacher Education Law has brought forth new and diverse outlook on Taiwan’s teacher education. The law aims at breaking the traditional conservative approach on teacher education; a provision which allow students of non-education degree (as oppose to graduates of normal colleges) to pursue teaching credentials, hence providing a more diverse choice in teacher selection. However, the over expansion of schools who provide such kind of teaching credentials, has resulted in the over saturation of the market with surplus workforce, thus leading to extreme competition of the job market and the appearance of the concept of teachers without regular jobs, vagabond teachers, or just simply displaced teachers. This phenomenon is being herald as the resulting problem of the Taiwan’s Teacher Education Law, however, few studies has been conducted on such relevant issues. Therefore, in order to further understand the issue, this case study shall focus on the so-called displaced teachers’ educational beliefs and the factors that may affect the teachers’ choice of career. Individual semi-structured interviews were conducted on twelve (12) displaced teachers, to understand the impact of educational beliefs on their attitude in facing the intense career competition. Result shows that there is a direct correlation between the teachers’ current career choice and their initial educational beliefs. Findings shall serve as a point of reference for contemporary visions on future teacher education policy.
dc.language	English
dc.publisher	Consortia Academia Publishing
dc.relation	http://www.consortiacademia.org/index.php/ijrse/article/view/5
dc.relation	https://doaj.org/toc/2243-7703
dc.relation	https://doaj.org/toc/2243-7711
dc.rights	CC BY-NC-ND
dc.source	International Journal of Research Studies in Education, Vol 1, Iss 1, Pp 3-20 (2012)
dc.subject	teacher's knowledge
dc.subject	teacher's belief
dc.subject	teacher's characteristics
dc.subject	educational beliefs
dc.subject	displaced teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Teach to live or live to teach: A case study on the educational beliefs of displaced teachers in Taiwan
dc.type	article