Abstract
To align with international trends emphasizing Literacy-Oriented teaching, Taiwan's educational authorities officially implemented a new curriculum in 2019. These guidelines are based on the core principles of "autonomy," "interaction," and "common good." They emphasize three dimensions: "autonomous action," "interactive communication," and "social participation," along with nine specific core competencies that integrate knowledge, skills, and attitudes in learning. To examine the difficulties and challenges schools have encountered in implementing Literacy-Oriented instruction since the new curriculum was introduced over four years ago, this study focuses on seed teachers in the national professional communities of technical high school educators. By reviewing literature, we developed a prototype framework of key success factors. After refining this framework using the Delphi method, eight experts were invited to evaluate the influence weights of different factors. We combined the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method with the Analytic Network Process (ANP) to explore the key success dimensions and criteria for Literacy-Oriented teaching. The study identified four major dimensions: "philosophical alignment," "teacher empowerment," "administrative support," and "evaluation and feedback." According to the DEMATEL causal diagram and ANP network, the "philosophical alignment" dimension is central and has a direct impact on other dimensions. The second most influential dimension, "teacher empowerment," also affects "administrative support." Moreover, the elements within the "philosophical alignment" and "teacher empowerment" dimensions exhibit internal influences. The findings of this study can serve as a reference and provide suggestions for future interdisciplinary curriculum development in Literacy-Oriented education in technical high schools.
Author Information
Chia Wei Wang, National Taiwan Normal University, Taiwan
Paper Information
Conference: ACE2024
Stream: Curriculum Design & Development
This paper is part of the ACE2024 Conference Proceedings (View)
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