教保服務人員專業認同形塑之探究

A Study of the Professional Identity Molding of Preschool Educators

詹翾(Jhan, Syuan)

指導教授 ： 林楚欣

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2018年)

摘要

本研究之研究參與者以兩位教保服務人員為主，採敘說探究法，探究其專業認同形塑歷程、影響因素及專業認同的內涵。研究結論如下：
一、兩位教保服務人員專業認同形塑歷程分別為嚮往、模糊的專業認同、矛盾的專業認同、專業認同、統整的專業認同，以及嚮往、理論的專業認同、實務的專業認同、統整的專業認同。此歷程具多變性、階段性、持續性。
二、影響兩位教保服務人員專業認同形塑的因素為：嚮往、幼教專業訓練、實務工作經驗、教保服務人員內心正向的情感。其中以實務工作經驗帶來的影響最為深刻。
三、綜合兩位教保服務人員之專業認同可分為四個面向，其內涵如下：
(一)專業意識形態之認同：教保服務工作是專業之職業，有專業知識為依
據，教保服務人員需經專業培訓，具備幼教專業知能及正向態度與信
念。
(二)專業投入之認同：在實務工作中教保服務人員用心經營課程，反思並
調整自己的狀態，不計較多付出的金錢及體力，具備專業成長精神。
(三)專業角色之認同：教保服務人員認同其職業角色的重要性與專業性，
亦認同自己是一名專業且適任的教保服務人員。
(四)專業情感之認同：教保服務人員喜愛其工作，對幼教領域具有歸屬與
認同感，並能對未來幼教生涯持有承諾。
關鍵字：教保服務人員、專業認同

關鍵字

專業認同 ； 教保服務人員

並列摘要

This study is focused on two preschool educators and takes Narrative research to find out the process of their professional identity molding, the influence of professional identity molding, and the detailed meaning of professional identity. The following is the result of the study:
1. These two preschool educator’s professional identity process are divided into longing, unclear professional identity, contradictory professional identity professional identity, complete professional identity and longing, theoretical professional identity, practical identity, complete professional identity. These processes are variable, in stages, and continually.
2. The effects of preschool educators’ professional identity molding factors are yearn for preschool education, the professional training of preschool education, work experiences and the positive emotion. The work experiences especially had the profound impact in their mind.
3. The professional identity of these two preschool educators can be divided into four types:
(1) Professional conscious identity: preschool education is a professional occupation, which based on professional knowledge. Preschool educators professional training is necessary, they must know professional knowledge of preschool education and the positive attitude and belief are required.
(2) Professional participation identity: preschool educators put a lot of their effort on the lessons, and always reconsider about their behaviors, they don’t fussy about the money and energy they spend, they have professional growing spirit.
(3) Professional role identity: Preschool educators know why they are important, and professional, and they also understand they are competent preschool educators.
(4) Professional emotion identity: Preschool educators have passion for their job, they have a sense of belonging and identification about preschool education, and a life time commitment for their future career.
Key words: preschool educators, professional identity

並列關鍵字

Preschool educators ； Professional identity

參考文獻

林清章(2012)。幼兒園教師專業能力指標之建構。幼兒教保研究期刊，8，53-79。

中文部分

中華民國教師專業標準指引(西元2016年2月15日)

王文科、王智弘(2014)。教育研究法。臺北市：五南圖書。

王勇智、鄧明宇(譯)(2003)。敘說分析(原作者：Catherine Kohler Riessman)。臺北市:五南。