Jade’s transformation: A case study of teacher professional development in Taiwan

This case study explores the process of change in the instructional beliefs and practices of a science teacher participating in a university-elementary school collaborative science learning project in Taiwan. Multiple research methods were employed. Results show five stages of teacher change: (1) awareness of shortcomings of old strategy; (2) conviction of need for change and search for help; (3) powerlessness in chaotic classroom; (4) establishment of affective teacher-student relationship; (5) new way of teaching in a newly established order. Findings are further discussed in the local context: (1) processes of change are different from those of Western patterns; (2) extrinsic (social) and intrinsic motivation can co-exist; (3) collectively-oriented instruction is dominant in class practice; (4) the most satisfying growth for the teacher is to change from the traditionally authoritative figure of Chinese cultural tradition to a teacher who has established an affectionate relationship.