The Status Of Music Teacher Education In Taiwan The Republic Of China

This book compares, from a historical and sociopolitical perspective, the respective systems and contents of music education in mainland China, Hong Kong and Taiwan in response to globalization, localization and Sinificiation, with particular reference to Shanghai, Hong Kong and Taipei.

Since the Teacher Education Act was in place in 1994, student teachers were educated through diverse educational institutions instead of the traditional normal schools (Taiwan’s equivalent of teachers’ colleges). But such market-based teacher education has been altered by politics, society and culture in the direction of government-controlled teacher education, particularly in the quality evaluation of teacher education. Taiwan maintains teacher education quality by controlling the number of teachers, using teacher assessment to eliminate teachers who are not up to standard, evaluating teacher education institutions, evaluating professional development of teachers to raise elementary and secondary teacher quality. This book uses Taiwan as a case study to analyze the transformation of teacher education in a country which goes through political, economic and societal transitions, along the axis of state regulation vs marketization. It analyzes the uniqueness of Taiwanese teacher education for international reference, and draws implications for teacher education policies in the context of education reform. The Formation of Two Approaches to Teacher Education Teacher Education Policy and Policy Direction in Taiwan The Ideology, Implications, Applications of Teacher Profession Standards The Teacher Education Strategic Alliances in Taiwan This book will interest policy makers, researchers and students in the field of education, especially in teacher education and comparative education.

Abstract: A music educator's responsibilities include content knowledge, performance skills, historical and culture context, aesthetic valuing and social skills. Each educator uses his or her performance area as a medium through which to teach music to students. Music educators should be multifunctional. The teacher education program must provide resources and a well-designed curriculum to prepare the music educator to successfully enter beginning practice. This research will investigate the current university curriculum in music education programs in California and Taiwan, presenting the different requirements and procedures to educate a future music teacher followed by an analysis and discussion of the value of these programs. Three universities in southern California: California State University, Long Beach (CSULB), University of Southern California (USC), Chapman University, and two universities in Taiwan: Taipei Municipal University of Education (TMUE) and Fu-Jen Catholic University will be reviewed in this study.