Assessing Outcomes of Teacher Education: Quantitative Case Studies From Individual Taiwanese and Japanese Teacher Training Institutions

Much of the research on assessing and comparing teacher education has focused on schools of education in westernized contexts. While teacher training programs in East Asia have received comparatively less attention than those in North America, Europe, and Australia, they may also offer practical insight through their similarities and differences. This study reports on an international quantitative comparison of undergraduate teacher education outcomes at individual Japanese and Taiwanese universities of education, viewed from both students’ perspectives and outcomes on high-stakes qualification examinations. A sample of graduating students from one Japanese (n = 408) and one Taiwanese (n = 525) teacher training institution each completed surveys regarding the degree of preparation for teaching attributed to their undergraduate experience. Survey instruments were taken from previous research assessing teacher education programs. Exploratory and confirmatory factor analyses indicated good fit for a three-factor model in both contexts, with factors including preparation for understanding and interacting with students, preparation for designing curriculum and instruction, and preparation for assuming in-school responsibilities. Subsequent MANOVA and univariate analyses indicated that the Taiwanese teacher training cohort perceived themselves significantly more prepared for teaching than the sample from the Japanese institution. Likewise, a larger portion from the Taiwanese institution chose to enter the teaching profession. Implications for teacher education practice based on institution- and policy-level differences are discussed.