馬來西亞幼兒園教師專業成長現況與需求之研究-以雪隆區幼兒園為例

A Research on Kindergarten Teacher’s Professional Growth Current Status and Needs in Malaysia

史珍妮(Sze, Chen Nee)

指導教授 ： 張美玉

國立清華大學/竹師教育學院/教育與學習科技學系馬來西亞境外碩士在職專班/碩士(2017年)

摘要

本研究旨在了解馬來西亞雪隆區幼兒園教師專業成長現況與需求、不同背景變項的教師對專業成長需求有何差異，以及提供教育行政單位、幼兒園及未來研究之相關參考。研究者得有效問卷167份及訪談幼兒園園長與教師共五位，供探討雪隆區幼兒園教師專業成長現況與需求和不同背景變項教師對專業成長的需求之差異。本研究獲得研究結果摘要如下：
一、「專題講座」的活動是雪隆區幼兒園教師主要的教師專業成長活動型態。主要師資來源以「具備幼教專業的教師」為常。
二、目前雪隆區幼兒園教師都在「學校假期時間」或「週六/日」參與教師專業成長活動。最為有效的時間是「兩或三天」及「常態性」活動。
三、雪隆區幼兒園教師對活動之內容，以「幼教專業知能」課程為居多。
四、雪隆區幼兒園教師參與專業成長活動的主辦單位是以「幼兒園」居多，其次是「民間團體/機構」。
五、雪隆區幼兒園教師對專業成長需求，以「班級經營」相關課程為最高，而「行政管理」相關課程的需求最低。其中，以「幼兒行為觀察與記錄」最為迫切需要。
六、25歲以下的幼兒園教師對「行政管理」相關課程之需求高於35-44歲的教師。而，25-34歲的教師對「學生輔導」相關課程的需求則高於35-44歲的教師。
七、擁有學士與文憑的幼兒園教師對「普通素養知能」的需求大於高中學歷的教師。另外，持有文憑程度以上的教師對於「教學知能」相關課程的需求高於高中學歷的教師。
八、已婚的幼兒園教師，在教師專業成長需求之「行政管理」相關課程高於未婚的教師。

關鍵字

馬來西亞幼兒園 ； 幼兒園教師 ； 教師專業成長

並列摘要

The main purpose of this study is to understanding the current status and needs of kindergarten teachers’ professional growth in Malaysia, and to find out the differences of the current status and needs of kindergarten teachers’ professional growth with different background variables. This thesis can provide as a reference to the educational administration, kindergartens and the researchers who are interested in relative topic. This study have valid questionnaires of 167 teachers and had interviewed five kindergarten’s principals and teachers. The results of this study are as below:
1. The main professional development activity of kindergarten teacher is attending “talk”. The majority of the speakers have early childhood education background.
2. The majority kindergarten teachers take part for the teacher professional growth activities during “school holiday time” or “Saturday / Sunday”. The most effective time is “two or three days” and “continuously” activities.
3. The majority kindergarten teachers attending the “early childhood education knowledge” course.
4. The organizers of the professional growth activities are “kindergarten” and “non goverment organization”. Some kindergarten teachers will participate in activities organized by the Ministry of Education or the Government.
5. The need for "classroom management" course is the highest and "administrative" course is the lowest. In between, the "behavior observation and records for young children" course is in the most urgent need.
6. Kindergarten teachers with the age below 25 is higher demand than 35-44 years old teachers on the "administrative" courses. The teacher's with the age 25-34 has higher demand than the teachers aged 35-44 for "counseling" course.
7. The kindergarten teachers who have bachelor and diploma qualification have highly needs than the teacher with high school education level for the "common knowledge" course. In addition, teachers with diploma level and above have higher demand than the teacher with high school education level for the "teaching knowledge" course.
8. The married teachers have higher needs than the single teachers for the "administrative" course.

並列關鍵字

kindergarten teacher ； teachers’ professional growth ； kindergarten in Malaysia

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