University students in Taiwan who wish to be teachers must fulfill the credits from teacher education programs and then pass the teacher certification examination before they can serve as full-time teachers. Therefore, preservice teachers have two roles at the same time. In addition to being a student at the teacher education center, they are students taking courses from their departments. All preservice teachers hope to have the opportunity to be able to teach in the future, but their departments also have a certain degree of attractiveness, pushing them to take the departmental expertise as a career option. Due to the limited time resources, some of the preservice teachers may have excessive learning burnout and lack of career hope, especially for art-major preservice teachers. During the art professional training, performance assessment are the most popular and useful types of assessment, as the dominated intelligence of art-major preservice teachers is not compatible for passing the teacher certification examination, which is the necessary condition to be a teacher, they suffer more effective burnout and career hopelessness than those in comprehensive universities. This study addresses the dilemma for art-major preservice teachers by synthesizing previous studies targeting the art-major preservice teachers as subjects. The researcher proposes that most art-major preservice teachers in art universities appear to exhibit the maladaptive career pattern, and profession identity plays a critical role for them during the career development in Taiwan.

Authors:
Chia-cheng Chen, National Taiwan University of Arts, Taiwan

About the Presenter(s)
Dr chia-cheng Chen is a University Professor/Principal Lecturer at National Taiwan University of Arts in Taiwan

See this presentation on the full schedule – Friday Schedule

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