走過英語融入幼兒園課程實驗之徑：四位教師的專業省思

Taking the Road of ＂Integrating English into Early Childhood Curriculum＂: Professional Reflection of Four Preschool Teachers

盧雯月(Lu, Wen-Yueh)

《台灣教育研究期刊》 2卷4期 (2021/07) Pp. 105-118

摘要

本文探討四位參加過「臺北市英語融入幼兒園課程實驗方案計畫」的公立幼兒園教師對於英語融入的看法及其專業省思。深度訪談的資料發現，滾動修正的英語融入教學行動，啟發教師們從不同的視野思辨英語融入，看待文化學習。歷經此教學實驗的淬鍊，讓他們更能自信自覺的面對自己的教師專業，理解教師成長社群的重要性。希冀本文能啟發更多關心幼兒福祉的幼教夥伴，一起加入跨域整合幼教和英教的行列。

關鍵字

幼兒教育 ； 英語融入 ； 專業省思 ； 教師增能

並列摘要

This paper aims to explore professional reflection and perceptions for integrating English into early childhood curriculum of four preschool teachers. From 2016 to 2018, these four teachers participated in a professional development program designed to promote teachers' competence in integrating English into early childhood curriculum. Through in-depth interviews, the study reveals the following findings. First, PDCA's cyclic process enlightens the four teachers to reconceptualize how English is immersed into early childhood curriculum, to reexamine the core value of multicultural practices. Furthermore, this pedagogical experiment raises their professional confidence and awareness. They also show a deep appreciation of being involved in such a professional learning community, which develops rapport and fosters genuine comradeship. Findings of this paper may encourage more child-centered early childhood practitioners to work collaboratively in bridging the gap between early childhood education and English teaching.

並列關鍵字

early childhood education ； integrating English ； professional reflection ； teacher development program