•  
  •  
 

Abstract

This mixed methods study compares how secondary school teachers implemented the 12-year Basic Education Reform in Taiwan in 2011 and 2021. Major sources of were surveys from sample teachers and students in sixteen sample schools. The survey asked how often a teaching or evaluation strategy was used. The conclusions of both studies indicate that teacher-directed lessons (teacher talk and questioning) dominated. The use of student-centred learning (SCL) methods (activities and group work) was limited. However, almost 30% of the sample students in both studies stated that the behaviour of students in the classroom was affecting their work. A major obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge. Educators in all jurisdictions can learn from the reform efforts.

DOI

https://doi.org/10.59863/VAOK7750

Share

COinS