Needs Assessment of Cross-Border Teachers’ Professional Development Under the Southbound Policy: Case Study of Five Malaysian-Chinese Independent Secondary Schools

Under the New Southbound policy, the government of Taiwan is promoting the exchange and cultivation of bilateral talents with the Association of Southeast Asian Nations, in which Malaysia is included. Although Malaysian organizations have been devoted to enhancing the professional development of sch...

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Bibliographic Details
Published inJiao yu ke xue yan jiu qi kan Vol. 66; no. 3; p. 107
Main Authors Karen Hui-Jung Chen, Lin-Hui, Lee
Format Journal Article
LanguageChinese
Published Taipei National Taiwan Normal University, Dept of Education 01.09.2021
Subjects
Beginning Teachers
Classroom management
Data Analysis
Educational Policy
Educational Strategies
Learning
Middle School Teachers
Students
Teaching methods
Thinking Skills
Universities
China
Malaysia
Taiwan
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Summary:Under the New Southbound policy, the government of Taiwan is promoting the exchange and cultivation of bilateral talents with the Association of Southeast Asian Nations, in which Malaysia is included. Although Malaysian organizations have been devoted to enhancing the professional development of schoolteachers for years, room for improvement remains, especially for those in Chinese independent secondary schools. Teacher universities in Taiwan are cooperating with these secondary schools by accepting Malaysian students for teacher education, in addition to providing workshops or degree programs to in-service teachers for professional development. However, most teacher education programs in Taiwan are designed for preparing teachers to fulfill compulsory education needs. The challenge is to help those who are willing to become cross-border teachers enhance their teaching profession while maintaining program quality to meet requirements and standards. The aim of this study was to assess the professional developm
ISSN:2073-753X
DOI:10.6209/JORIES.202109_66(3).0004