Journal of Research in Education Sciences - Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(4)】December (Special Issue: The Concepts and Practices for Achieving Literacy)

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Call for papers for the special issue “Prevention and Treatment of Addictive Behaviors on Campus” (Final submission deadline: 2021/8/31) The Journal of Research in Education Sciences will no longer provide printed copies Call for papers for the special issue “Educational Research Related to Southeast Asian Countries” (Final submission deadline: 2018/12/31)

Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(4)】December (Special Issue: The Concepts and Practices for Achieving Literacy)

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(Special Issue) Teacher Preparation in Response to Competence-Based Curriculum Reform for K-12 Education: National Taiwan University’s Proposal of Inquiry-Based and Competence-Based Teacher Education Author: Bih-Jen Fwu (Center for Teacher Education, National Taiwan University)

Vol.&No.：Vol. 63, No.4
Date：December 2018
Pages：59-87
DOI：10.6209/JORIES.201812_63(4).0003

Abstract：
A large-scale curriculum reform for K-12 education that emphasizes the cultivation of core competencies will be launched in 2019. To prepare future teachers for this reform, teacher education institutions (TEIs) are required to restructure their curriculum by 2019 in accordance with the “core competencies for teachers” and “standards for pre-service teacher education” specified by the new Teacher Education Act. “Core competencies” has become a jargon commonly used in discussions of K-12 and teacher education; however, its definition remains unclear. This paper investigated (1) whether a common definition of core competencies exists for both K-12 education and teacher education, and why core competencies have reached their current level of prominence; and (2) how TEIs have restructured their new curriculum to meet K-12 educational requirements. The results revealed that core competencies are defined as functional literacy and transversal competence, linking academic knowledge to real-life experience. Moreover, National Taiwan University proposed a restructuring of the teacher education curriculum based on theoretical reasoning of teacher education. It is believed that clarifying the definition of core competencies and the proposed plan may provoke discussions among educators in TEIs regarding implementing a curriculum reform in 2019 for both K-12 education and teacher education.

Keywords：core competencies, K-12 education, pre-service teacher education courses, teacher education, teacher professional competence

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References：

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APA Format	Huang, C.-Y. & Kuo, S.-H. (2018). Teacher preparation in response to competence-based curriculum reform for k-12 education: National Taiwan University’s proposal of inquiry-based and competence-based teacher education. Journal of Research in Education Sciences, 63(4),59-87. doi: 10.6209/JORIES.201812_63(4).0003

CONTRIBUTORSNOTICE

Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(4)】December (Special Issue: The Concepts and Practices for Achieving Literacy) Back

(Special Issue) Teacher Preparation in Response to Competence-Based Curriculum Reform for K-12 Education: National Taiwan University’s Proposal of Inquiry-Based and Competence-Based Teacher Education Author: Bih-Jen Fwu (Center for Teacher Education, National Taiwan University)

CONTRIBUTORS
NOTICE

Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(4)】December (Special Issue: The Concepts and Practices for Achieving Literacy)

Back