대만의 유보통합에 따른 교원자격 통합에 관한 연구

Abstract

In this paper, I review the relevant laws, qualifications, rights, administration, and issues of the newly created preschool educators for integrating early childhood education and care in Taiwan and draw its implications for us. Preschool educators refers to educare service providers, including principals, teachers, educare givers, and educare assistants in preschools. At the time of the discussion on integrating early childhood education and care in Taiwan, two theoretical directions were proposed for the integration of teacher qualifications: the 'parallel equality model' and the 'vertical classification model'. Taiwan's integration of teacher qualifications is evaluated as basically adopting the 'parallel equality model', but is criticized for being inconsistent. Above all, the rather compromised and inconsiderate provisions regarding classification and placement of preschool teachers caused conflicts between teachers and educare givers in preschools. The creation of a channel for educare givers to be promoted to teachers was a temporary measure to resolve such conflicts. While Taiwan’s integration of early childhood education and care has been praised for improving the quality of early childhood education and care, and the professionalism of preschool educators, it has also faced many challenges in integrating teacher qualifications. This shows that there are many factors that need to be considered when integrating teacher qualifications, and that deliberation is required rather than speediness in legislation.