Context perspectives in a Taiwan junior high school

Robert Kleinsasser, Mei Hui Liu

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This article explores context perspectives of a student teacher, a cooperating teacher, and the teachers and teacher administrators within a Taiwanese junior high school during an "induction phase" experience. We offer a context review to situate the study in Taiwan during a period of educational reform and a literature review to situate the study internationally. Although studies discuss student and beginning teachers' professional development with cooperating teachers and mentors, few explore the complexities of learning to teach by collectively describing numerous stakeholders' perspectives within one context. Our article describes a learning-to-teach context where professional development is shared through stakeholders' perspectives.

Original languageEnglish (US)
Pages (from-to)143-153
Number of pages11
JournalTeaching and Teacher Education
StatePublished - Aug 2013


  • Beginning teachers
  • Induction
  • School context
  • Student teaching
  • Teacher preparation

ASJC Scopus subject areas

  • Education


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