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The main focus of this paper is to explore the Behavioral (or behavior) Intention (BI) of preschool English teachers in participating in early childhood education training and teaching employment services in Taiwan with four factors including Attitude, Subjective Social Norm (SSN), Perceived Behavioral Control (PBC), and Environment based on Planned Behavior Theory and Social Cognitive Theory. Results show that Attitude, Subjective Social Norm, and Environment all have Aa positive influence in early childhood education training; Subjective Social Norm and Environment both have a positive influence in teaching employment service.
Keywords: Preschool English Teacher, Early Childhood Education Training, Teaching Employment Service, Planned Behavior Theory, Social Cognitive Theory, Integrated English Learning Activities.
INTRODUCTION
While the government has put a lot of effort to promote economic reformation and development and has pursued internationalization since Taiwan joined the World Trade Organization (WTO), "leaning English" has become synonymous with "internationalization". People from all walks of life feel the need to improve their English-adults, students, and even preschool children. General English Proficiency Tests (GEPT) has been given to different grade schoolchildren since 2000. Also, since 2001, English has become an official subject in elementary schools. As a result, there are all kinds of English extension classes and language schools in Taiwan. There is even remote video education for those who cannot go to classes due to their work schedules. Without much limitation of time and space, people can learn English anytime anywhere.
Many of the part-time teachers hired in preschools are foreigners, locals with degrees in English, or those who have studied abroad. Therefore, professional teachers who had studied preschool teaching have been treated differently under the influence of English learning. It is found that more and more parents and schools emphasize English teaching while ignoring the demands of improving children's personal development, such as interpersonal interactions, social learning ability, ability to solve problems, self-governance ability, proper emotion expression, moral development, etc.
Don't English teachers without professional preschool teaching training need professional knowledge in preschool teaching? Can they teach children as long as they can understand English? Don't they need to improve their professional knowledge in preschool teaching? For preschool teachers, can teaching employment service help them to find stable teaching jobs in a better teaching environment with better job...