Identity Crisis in Taiwan's Curriculum Reform: Language Teachers' Interdisciplinary Challenges and Coping

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Language Teachers' Experiences in International and Heritage Contexts (Table 31)

Abstract

This study explores Taiwanese senior high school teachers' experiences developing interdisciplinary courses amid national curriculum policy shifts. Using theoretical sampling, 50 participants were chosen from 352 schools, interviewed, and their course materials analyzed. Findings indicate that teacher collaboration during curriculum reform, resulting in identity crises and challenges, is overlooked by academia and government. This study's significance lies in providing policy recommendations for a teacher support system, and spotlighting teachers' experiences in interdisciplinary course development. Consequently, it enriches curriculum reform discourse and addresses a research gap.

Authors

• Hsiaofeng Tsai, National Academy for Educational Research - Taiwan

• Ken-Zen Chen, National Yang Ming Chiao Tung University