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Assessing Outcomes of Teacher Education: Quantitative CaseStudies From Individual Taiwanese and Japanese TeacherTraining InstitutionsAssessing Outcomes of Teacher Education: Quantitative CaseStudies From Individual Taiwanese and Japanese TeacherTraining InstitutionsAssessing Outcomes of Teacher Education: Quantitative CaseStudies From Individual Taiwanese and Japanese TeacherTraining Institutions
Carrie Jia-Li Huang - Personal Name
W. L. Quint Oga-Baldwin - Personal Name
Much of the research on assessing and com-paring teacher education has focused on schools of edu-cation in westernized contexts. While teacher trainingprograms in East Asia have received comparatively lessattention than those in North America, Europe, and Aus-tralia, they may also offer practical insight through theirsimilarities and differences. This study reports on aninternational quantitative comparison of undergraduateteacher education outcomes at individual Japanese andTaiwanese universities of education, viewed from bothstudents’ perspectives and outcomes on high-stakes quali-fication examinations. A sample of graduating studentsfrom one Japanese (n=408) and one Taiwanese(n=525) teacher training institution each completed sur-veys regarding the degree of preparation for teachingattributed to their undergraduate experience. Surveyinstruments were taken from previous research assessingteacher education programs. Exploratory and confirmatoryfactor analyses indicated good fit for a three-factor modelin both contexts, with factors including preparation forunderstanding and interacting with students, preparationfor designing curriculum and instruction, and preparationfor assuming in-school responsibilities. SubsequentMANOVA and univariate analyses indicated that the Tai-wanese teacher training cohort perceived themselves sig-nificantly more prepared for teaching than the sample fromthe Japanese institution. Likewise, a larger portion from theTaiwanese institution chose to enter the teaching profes-sion. Implications for teacher education practice based oninstitution- and policy-level differences are discussed
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