Empower the Tâi-Gí Teaching Practitioner Through Co-designing the Tâi-Gí Teaching Support Platform

In response to the promotion of the Development of National Languages Act, the Ministry of Education in Taiwan changed the curriculum guidelines of 12-year Basic Education. The high school must have one local language course every week, including Tâi-gí. However, the Tâi-gí teacher are facing the challenges of searching the teaching materials from scattered Tâi-gí literature resources in the internet and limited supports from the education authorities. The Tâi-gí teachers was disadvantaged group in the promotion of Tâi-gí high school education. To empower the teachers who will devoted to the Tâi-gí teaching practices, we in-tend to build a Tâi-gí literature platform to collect Tâi-gí resources in supporting the Tâi-gí teachers preparing their language courses. Instead of applying the top-down approach of building the platform from resources owners, designers and engineers’ perspectives, we apply participatory design as the approach to co-create this platform with Tâi-gí teachers in senior high school. In this project, we conducted six workshops for two design stages to exploring their needs of Tâi-gí teaching. We recruited five Tâi-gí teachers to work with the designers and developer throughout the whole project. In this study, we identified two primary challenges in empowering Tâi-gí teachers with design literacy within the PD process. The first challenge pertains to the researchers’ ongoing commitment to practicing reflection-in-action throughout the six workshops. The second challenge lies in the Tâi-gí teachers’ difficulties in envisioning the future or potential functions of the platform they aspire to use.