| dc.description.abstract | Taoyuan City has successively implemented Hakka immersion teaching in preschools from September 2015 in order to enhance the outcome of Hakka teaching, construct Hakka immersion teaching model, upgrade Hakka teaching and application and create the scenarios to meet modern life style and children’s environment of growth to strengthen their learning intention and identification with ethnical culture.
By policy phase theory, this study attempted to find how the stakeholders recognize the importance of preschools’ implementation of Hakka teaching from policy construction, policy adoption, policy execution and policy evaluation in the process to practice circular policy of Hakka immersion teaching. Through qualitative research, the researcher participated in and observed teaching activities and interviewed the stakeholders of different phases, analyzed the outcome of preschools in Taoyuan City in terms of Hakka immersion teaching in the circular process and proposed the suggestions for related policies in order to preserve Hakka culture by more complete methods. According to the analysis of interview in different phases, the research findings are shown below:
1. Policy makers’ attitude would influence the quality of policy execution.
2. The makers could not integrate preschool teachers’ teaching intention and Hakka competency.
3. Teachers’ training courses lacked systematic planning and assistant training courses.
4. Teachers’ difference of Hakka competency was significant and teaching intention varied according to the direction of the curriculum.
5. Teachers’ motives to actively upgrade personal Hakka competency were different.
6. Guidance and visits in the preschools were few. It lacked long-term connection with preschools and resulted in pressure.
Implementation of Hakka immersion teaching by Taoyuan City in preschools relies on the work of stakeholders in four phases: policy construction, policy adoption, policy execution and policy evaluation. However, there can be work rotation of the executors in different phases due to various factors. Besides, annual policy direction, teacher education courses or enrollment of preschools can be different. In addition, overall policy planning adapts to the assessment of the preschools every year. Therefore, according to research findings, the researcher proposes the following suggestions:
1. Schools, families and communities can be legally included in Hakka immersion teaching system.
2. Systematic teacher education courses and cultivation and reinforcement of teachers’ and assistants’ professional knowledge and competency.
3. Reinforcement of communication between preschools and the government.
4. Guidance for teachers to upgrade personal Hakka competency and acquire Hakka certification with rewards.
5. Increase of guidance frequency and construction of connection between preschools and advisors.
6. Construction of long-term guidance system and assistance with preschools to demonstrate characteristics of Hakka immersion teaching.
According to research findings, variables such as teachers’ intention, children’s development and the attitude of their families and the views of community can change the policy phases. The outcome of the policy cannot be shown in short term. Thus, it is suggested that future research can conduct long-term observation on one administrative area of one preschool in Taoyuan City and it might obtain more opinions to complete the policy. | en_US |