組織學習與幼教師專業成長關係之研究－以A幼兒園為例

本研究以屏東縣A 幼兒園為研究對象，主要參與者包含大班、中班及小班的教師，以個案研究法進行。研究目的為；1.瞭解幼兒園實施組織學習的歷程；2.探討幼教師在實施歷程中的專業成長。研究發現幼兒園實施組織學習的歷程為團隊形成、進行教學觀摩、教學研討的學習、進行評量及教學省思。教師在歷程中的專業成長包括1.教師自主權的發揮；2.課程主題的安排及機動性的變化；3.生活教育融入課程內涵中；4.課程趣味化的提昇；5.培養教師教學反思能力；6.從「討論」中，讓教師們有「對談」的機會，表達與溝通的能力提升。最後，研究者根據研究發現對幼兒園及師資培育機構提出建議。

關鍵字

組織學習；幼兒園；專業成長

並列摘要

The subjects of this case study is ＂A Kindergarten＂ in Pingtung County, and the participants were mainly the junior, middle and senior classes' teachers in the preschool. The purposes of this study were: 1. Understand the processes of organizational learning of preschools 2. Discuss the professional growth of preschool teachers during the process. This study found that the process of how a preschool implements organizational learning is through team formation, teaching observation, seminar, assessment and reflection. The professional growth of a teacher includes: 1. Decision-making power 2. course topics arrangement and diversification 3. Life education in a course 4. course interests improvement 5. teaching reflection among teachers 6. discussions that allows teachers to improve expressing abilities and communication skills. Finally, based on the results of this study, the researcher offered suggestions to the preschool and teacher education institutions.