初任幼兒教師實際知識的發展之個案研究

A Case Study on the Development of Preschool Novice Teachers' Practical Knowledge

陳國泰(Kuo-Tai Chen)

《花蓮師院學報（教育類）》 16期 (2003/06) Pp. 299-323

https://doi.org/10.7073/JNHTCA.200306.0299

摘要

本研究的目的，旨在探討二位從技術學院二專幼保科畢業的初任幼兒教師之實際知識內容、實際知識發展的歷程，以及影響其實際知識發展的因素。為了達成上述目的，本研究採用質化研究取向，並以個案研究法進行，而蒐集資料的方式則包括自然觀察與深度訪談。經過一年時間的探究，研究者獲得幾個主要的研究發現：(1)初任幼兒教師實際知識的內容包括：課程與教學的知識、課室管理的知識與個別學生行為輔導的知識；(2)初任幼兒教師實際知識的發展，事實上乃根源於其自我知識；(3)初任幼兒教師的實際知識，從進入師資培育機構前即已開始發展；(4)實際的任教階段是初任幼兒教師實際知識發展的重要契機；(5)影響初任幼兒教師實際知識發展的因素包括個人的人格特質、早年的生活經驗與受教經驗、園所同事，以及實際教學經驗與體會。本研究最後針對師資培育課程及實際知識的理論提出幾點建議。

關鍵字

幼兒 ； 初任教師 ； 實際知識 ； 發展

並列摘要

The study investigated two preschool experienced teacher on her practical knowledge, development of this knowledge, and factors affecting its development. Qualitative research method was used for case study. Data were collected by naturalistic observations and interviews. Following results were found after one year of research: a) The contents of practical knowledge of the preschool novice teachers included primarily the following: knowledge of curriculum and teaching, knowledge of classroom management, and knowledge of behavior guidance. b) The preschool novice teachers' development of practical knowledge was under the influence of knowledge of self. c) The preschool novice teachers' practical knowledge had developed before they enter the teacher training course. d) The teaching experiences are the critical periods for preschool novice teachers' development of practical knowledge. e) Factors affecting the preschool novice teachers' knowledge on practical knowledge included the personality of the teacher, past experiences in daily lives, preschool colleagues, and teaching experience.

並列關鍵字

preschool ； novice teacher ； practical knowledge ； development

參考文獻

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