Systemic approach toward teacher professional development for curriculum reform and pedagogical innovation in Taiwan: An insider's reflective tale

In recent years, curriculum reform in Taiwan set ambitious goals for teaching and learning-to promote the development of twenty-first century skills and core competencies. New demands are placed on teachers as they strive to implement the newly reformed competency-oriented curriculum with renewed pedagogical practices. It is important then to examine meaningful and effective ways of supporting teacher professional development for promoting twenty-first century skills and competencies as presented in curriculum reform. This chapter first explores the required knowledge, skills, and dispositions needed for twenty-first century teachers through discussing the pedagogical challenges in implementing competency-oriented curriculum and instruction. Then, drawing from the experience of conducting a series of reconstructed professional development programs with Taiwan high school instructional leaders for the implementation of new curriculum, this chapter examines the considerations, constructive strategies, and support useful for beginning and administering professional development for teachers. Finally, based on critical reflections on current practices of teacher professional development in Taiwan, related issues and challenges, as well as implications, for the enhancement of teacher professional development programs are discussed.