公立幼兒園教師專業成長現況與需求之研究-以新北市為例

本研究旨在探討新北市公立幼兒園教師專業成長之現況、教師專業成長之需求與探討不同背景變項之新北市公立幼兒園教師在專業成長需求上的差異情形。本研究採用問卷調查法，以自編之「教師專業成長現況問卷」及「教師專業成長需求量表」結合而成的「新北市公立幼兒園教師專業成長現況與需求調查問卷」為研究工具。以新北市公立幼兒園教師為施測的對象，回收有效問卷共391份，有效回收率為75%，再以描述性統計、t檢定、單因子變異數分析法進行統計分析。本研究結果如下所述: 1.新北市公立幼兒園教師目前參加專業成長活動的主要方式為「運用網路平台進行學習」；主要途徑為「縣市政府單位/教育局」；主要時間為「學期中的週末」；主要內容為「幼教專業知能」；目前參加教師專業成長活動所面臨的主要困境為「參加名額有限」。 2.新北市公立幼兒園教師整體對於教師專業成長課程的需求屬於中上程度，平均分數為4.02分（採用李克特氏五點量表），以「教育專業知能」層面為最高。 3.新北市公立幼兒園教師專業成長需求排名前三項之相關課程依序為學習環境規劃、幼兒行為輔導、學前幼兒特殊教育。 4.不同背景變項之新北市公立幼兒園教師在專業成長需求上有顯著差異，如年齡為「30歲以下」者、婚姻狀況為「未婚」者、服務年資為「2年以下」者、擔任職務為「行政」者，其在專業成長上的需求較高。 5.本研究依據研究結果提出建議，以作為幼兒園教師、幼兒園、教育行政機關及未來研究之參考。

關鍵字

教師專業成長；幼兒園教師

並列摘要

The purpose of this study is to understand the current status of public preschool teachers' professional growth in New Taipei City and their needs for professional growth, as well as the differences in the professional growth needs with different backgrounds. This research adopts the questionnaire survey method and uses the” New Taipei City Public Preschool Teachers' Professional Growth Status and Needs Survey Questionnaire” which is a combination of the self-compiled “Teacher Professional Growth Status Questionnaire” and “Teacher Professional Growth Needs Scale” as the research tool. Taking public preschool teachers in New Taipei City as the subjects of the test, a total of 391 valid questionnaires were collected.Effective recovery rate is 75%, and then statistical analysis was carried out by descriptive statistics, t-test, and one-way ANOVA. The results of this study are as follows: 1. The main way to participate in professional growth activities is using the internet to learn. The main way is the education bureau of the city government unit. The main time is the weekend in the semester. The main content is knowledge of early childhood education. The main dilemma is the limited number of participants. 2. The overall demand for teachers’professional growth courses is at an upper-middle level. The average score is 4.02 points(using Likert scale). The highest level is education professional knowledge. 3.The first three items of professional growth requirements are, environment planning, behavior counseling for children, and early childhood special education. 4.Teachers' professional growth needs reveals significant differences among preschool teachers of different age, marital status, job tenure , and job occupations. 5. Based on the research results, suggestions are made for reference for preschool teachers, preschools, educational administration agencies, and future research.