The Meanings of Teachers Associations in Teacher Professionalism: The development of British Teacher Associations and Its Implications for Taiwanese Teacher Associatins

• Main Authors: Pei-Jing Lin, 林佩瑾
• Other Authors: Tien-Hui Chiang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/67948548819918592804

碩士 === 國立暨南國際大學 === 比較教育學系 === 98 === The 1870 Education Act did not only establish the system of compulsory education but also provided the same system of educational provision for all types of school, acting as a vital stimulation to give the birth of the National Union of Elementary Teachers（NUET）at the same year. For enlarging its members and political influence, NUET renamed as NUT in 1889 and shifted its initial professional purposes to unionism. While in terms of gaining its material rewards, NUT became a significant political creature, its internal friction, caused by a variety of factors such as gender, post, school type, salary and status expectation, became more visible and thus a phenomenon eventually led to many members break away NUT to create their own organizations. Although unionism had long-term dominant among those teachers associations, for claiming professional status and rights, they gradually acknowledged the importance of a common professional association, General Teaching Council（GTC）that was finally created in 2000 by the New Labour Government with a variety of functions or, at least, expectations, such as "to contribute to improving standards of teaching and the quality of learning, and to maintain and improve standards of professional conduct among teachers, in the interests of the public". In terms of orientation, this major change has pushed British teacher associations into a new dilemma, the choice of professionalism or unionism or both. Following this change and track, this essay attemps to explore the development of British teacher associations and its implications for Taiwanese teacher associations by literature review.