教師社群互動對職場希望感與創新教學關係之探究：以幼教師觀點為例

The Exploration of the Relationship between Teachers' Community Interaction for Workplace Promisingness and Innovative Teaching: The Example of Kindergarten Teachers Perception

劉秀枝(Hsiu-Chih Liu) ； 黃秀霜(Hsiu-Shuang Huang)

《教育研究與發展期刊》 9卷1期 (2013/03) Pp. 25-57

https://doi.org/10.3966/181665042013030901002

摘要

本研究旨在了解幼兒園教師參與園內教師社群互動對職場希望感與創新教學之關係。本研究以全國北、中、南、東立案之幼兒園教師為研究對象，針對11位幼教師進行訪談，研究結果發現：1.沒有參與社群，乃因園內沒有成立教師社群或規劃課程內容不同與時間點不能配合。2.參與教師社群互動可提升專業能力與聯絡感情。3.教師社群互動有助於學習區情境布置、教案設計與班級經營。4.教師社群互動可凝聚團體向心力。5.社群互動中認知與情感互動可以提升教師社群互動品質。6.教師社群互動能提升職場希望感與創新教學。7.教師社群互動、職場希望感及創新教學之關係是相輔相成、互為鷹架的。根據研究發現，提出後續相關研究建議。

關鍵字

幼教師 ； 教師社群互動 ； 職場希望感 ； 創新教學

並列摘要

The main purpose of this study is to understand the relationship between kindergarten teachers participating community interaction for workplace promisingness and innovative teaching. Eleven kindergarten teachers from northern, middle, southern and eastern regions of Taiwan were assessed for studying and discussing (all from licensed kindergartens). The main findings are as follows:(1) Kindergartens not establishing their own teacher community or dissimilarity of curriculum contents and time constraints are the main factors for teachers not participating in a community. (2) Teacher community interaction can promote professional competence and build friendship between kindergarten teachers.(3) Teacher community interaction can help design learning area situations and teaching plans as well as assist with classroom management.(4) Teacher community interaction can condense into centripetal force. (5) The perceptional and emotional interactions can improve the interactive quality of the community.(6) The interactions among teacher communities can enhance workplace promisingness and innovative teaching.(7) Teacher community interactions, workplace promisingness and innovative teaching are complement to each other, building an inseparable relationship. Based on these results, suggestions for future research are discussed.

並列關鍵字

kindergarten teachers ； teacher community interaction ； workplace promisingness ； innovative teaching

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