Teacher Training Programs, Guam and Taiwan: A Comparative Study

Abstract

This study conducts an in-depth comparative analysis of the teacher preparation systems in Guam and Taiwan, examining two divergent models for cultivating K-12 public school educators. Guam’s system, aligned with United States standards, represents a decentralized, university-led model regulated by professional accreditation and standardized testing. In contrast, Taiwan’s system exemplifies a nationally administered educational framework with government-established curriculum standards, a mandatory post-baccalaureate internship, and a high-stakes national qualifying examination. Employing a qualitative comparative case study design, this research analyzes an extensive collection of policy documents, university curriculum guides, and academic literature to deconstruct the historical, political, and cultural foundations that shape each system. The findings reveal fundamental differences in the pathways to licensure, curriculum philosophy, the structure and timing of clinical practice, and the nature of assessment and certification. Guam’s approach fosters flexibility and local adaptation, while Taiwan’s system emphasizes curriculum consistency, qualification rigor, and centralized oversight for quality assurance. The analysis demonstrates how these structural differences correlate with key outcomes, including teacher retention rates, and shape the professional identity of educators. The study concludes that neither model is categorically superior; rather, their effectiveness is contingent on their specific contexts. Actionable recommendations are proposed for each system, suggesting that Guam could benefit from developing more holistic, performance-based capstone assessments, while Taiwan could enhance its system by granting greater curricular autonomy to universities and diversifying its certification process. This research contributes to the field of comparative education by offering a comprehensive overview of the trade-offs between decentralized and nationally administered approaches to teacher preparation.