The cultivation of teachers is a professional process, and the role of the teacher education curriculums is one of the crucial factors. This study aimed to understand the development of Taiwan’s primary school teacher education curriculums as well as to analyze the teacher education curriculums and accreditation systems in the United States, Australia, and Singapore. The results indicated that reforms to Taiwan’s primary school teacher training curriculums are limited by the old habits of historical path dependence and that the course fails to plan for the basic teaching abilities required for preservice teachers. The practical curriculum has not been implemented in a phased and continuous manner, and the teacher training assessment does not ensure that the school curriculum complies with national regulations before implementation. Finally, the relevant experience in the three included countries provides a reference for improving domestic teacher education — including the need for attention to the teacher education quality assurance mechanism, the strengthening of qualifications for primary school preservice teachers’ proficiency, the application of theory at the educational scene in a phased and continuous manner, and the establishment of an appropriate learning structure based on the nature and importance of the course.
ASJC Scopus subject areas