英文摘要 |
This study tried to understand teacher’s difficulty in the public schools which were transformed into experimental education schools. This study used qualitative meta-analysis to analyze nine case studies. The results showed that, first, structures in most public schools are rigid, therefore teachers are hard to change and meet requirements of experimental education schools. Second, it is not easy for teachers to establish the identity with experimental education in a short time. Third, the power of parents to manage schools is gradually increasing, which affects teachers’ teaching autonomy. Fourth, teachers’ workload had actually increased. This study suggests that, first, the government should amend the law and school system for public experimental education schools, so that teachers can get more substantive support and change. Second, the country should establish a teacher training system for experimental education. Then, teachers in Taiwan will be more diverse and correspond to the trend of education development. |