Mathematics Teachers Professional Development in Taiwan

  • Fou-Lai Lin
  • Yu-Ping ChangEmail author
Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER)


In this chapter, we present the current status of mathematics teachers ’ professional development in Taiwan. We first elaborate three policy directions to outline a holistic view on three types of teachers’ professional development . The three policy directions are aimed to (1) encourage teachers to take academic degree program, especially master degree of teaching, to afford benefits for teaching; (2) provide one-shot or semester-based workshops for teachers’ lifelong learning for them to catch up on contemporary educational issues and reforms; and (3) incorporate teachers’ professional, evaluation, and growth into one system for the convenience of teachers’ learning, herein the network platform. We summarize the three types with a framework to show the structure of professional development programs involving teachers, their facilitators and contexts. Next, to enhance mathematics teachers ’ motivation and professions in learning from the workshops, we give two examples of ongoing professional development program , conducted nationally, which assist mathematics teachers in designing tasks and teaching practice, while cultivating their active thinking and learning. Finally, we make a concluding remark on the three types of teachers professional programs in Taiwan.


Mathematics Education Reading Comprehension Teaching Practice Lifelong Learning Junior High School 
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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.National Taiwan Normal UniversityTaipeiTaiwan

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