Professionalization Needs of Teachers Without Formal Credentials

Abstract

This thesis aims to explore the experiences and viewpoints of eight English teachers, two cram school supervisors, and two education and language learning academics regarding the professionalization needs of foreign English teachers without formal credentials working in Taiwan and the readiness of the Taiwanese higher education system to fulfill these needs via a credit-bearing microcredential. The data collected from the twelve participants through semi-structured interviews were analyzed in a qualitative way using thematic analysis. The researcher identified the value that foreign teachers add to the English learning field in Taiwan, the challenges they face regarding their teaching practice and legal access to employment, their training needs based on a set of international standards, their attitudes toward attending a teacher certification program, and the role of the local higher education system in fulfilling these needs. The findings of this study helped make recommendations regarding the modification of language and professional requirements for foreign English teachers, the diversification of the English teaching field, and the design and implementation of a credit-bearing university-level teaching microcredential.