Adapting Teach For America to Taiwan: A Case Study of Social Entrepreneurship in a Rural Educational Setting

Shen, Yu Chuan

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https://hdl.handle.net/2142/117672 Copy

Description

Title

Adapting Teach For America to Taiwan: A Case Study of Social Entrepreneurship in a Rural Educational Setting

Author(s)

Shen, Yu Chuan

Issue Date

2022-11-30

Director of Research (if dissertation) or Advisor (if thesis)

Herrera, Linda

Doctoral Committee Chair(s)

Herrera, Linda

Committee Member(s)

• Pak, Yoon
• Witt, Allison
• Martin, Jeffrey

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Teach For America
• Teach For Taiwan
• Social Entrepreneurship
• Rural Education

Language

eng

Abstract

This study investigates how the model of Teach For America (TFA) is localized to fit the educational and social context of rural Taiwan. Founded in 1989 using a social entrepreneurship framework, TFA recruits freshly minted college graduates as teachers for underserved communities. This case study of a rural school draws on classroom observations and semi-structured interviews undertaken with Teach For Taiwan (TFT) staff, TFT teachers, and TFT affiliated local school teachers and administrators during the 2019-2020 academic year. The findings are as follows: (1) TFT adjusted to the local context to survive and thrive; (2) the social entrepreneurship model in TFT was flexible and innovative; (3) TFT teachers were passionate and quick learners, albeit with limited experiences; (4) TFT’s five-week teacher training and the following professional development workshops and reunions were helpful, but it was substantially not enough; (5) “Teaching as Leadership” guideline of TFA worked differently in U.S. and Taiwan social contexts; and (6) the life and career trajectory after the TFT teachers’ two-year service term needs more follow-up research. This study offers recommendations on how to improve TFT teachers’ skills by offering more rigorous teacher training practice and mentorship programs, on how to provide more career benefits and career opportunities to attract diverse talents to join the TFT teacher and staff team, and on how to ensure clear communication and mutual transparency when it comes to the interaction with school administration and governmental officials. In sum, TFT helps facilitate the short-term teacher pipeline in rural Taiwan and bring living water and enthusiasm to the local schools and communities, but the issues of TFT teachers with limited experiences and the long-term sustainability are still the major concerns for future research and policy reformation.

Graduation Semester

2022-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/117672

Copyright and License Information

Copyright 2022 Yu Chuan Shen

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