Skip to main content
padlock icon - secure page this page is secure

Teacher development in primary schools: some other lessons from Taiwan

Buy Article:

$54.00 + tax (Refund Policy)

Following reviews of international surveys of educational achievement, policy-makers in England have looked to Taiwanese whole-class teaching methods as a useful way forward for English primary schools. Brief observations of classroom practice in five Taiwanese schools, together with discussions with Taiwanese educationists, are used here to raise critical questions about the usefulness of such comparisons. It is argued that the lessons for teacher development to be derived from the experience of schooling in other countries and cultures are much more complex than policy-makers often recognise. What works in one culture is unlikely to work in another, unless very careful attention is paid to contextual factors. Consequently, we are in danger of repeating mistakes made by developing countries in the past who uncritically looked to Western models of teacher development.

No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of York, United Kingdom

Publication date: March 1, 1998

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more