一所私立幼稚園教師在職進修需求之研究

Research on Kindergarten Teachers' Professional Developments Needs in One Private Kindergarten

林育瑋(Yu-Wei Lin)

《幼兒教育》 293期 (2009/03) Pp. 58-80

https://doi.org/10.6367/ECE.200903.0058

摘要

本研究目的在於了解幼稚園在職教師進修需求，以一所私立幼稚園爲研究對象，主要是以問卷調查爲主，小組訪談爲輔收集資料。除了瞭解該園18位教師在職進修現況與需求外，並分析不同年資階段之教師進修需求之異同，以作爲規劃園內教師在職進修活動的參考。研究發現，幼稚園教師平時皆會參與園內、外研習活動；影響教師參與進修的因素，除爲取得學位外，「進修安排時間」與「進修課程內容」是否合宜爲主要考量因素。超過九成的教師表示有再進修的需求，而最想進修的課程內容以戲劇、音樂律動、偶製作等教學實務方面爲主。不同年資階段教師參與進修的考量沒有差別，皆是考慮到進修時聞、內容與進修機會。對未來進修主題的需求，不論初任、經驗、資深教師皆對戲劇、音樂、肢體律動等進修主題感到興趣。基於研究發現，研究者提出規劃教師專業成長活動的原則：考慮全園發展遠景、教師個人背景、進修研習時間妥善安排、注重教學實務的課程內容、進修方式的多元化等。最後建議規劃以學校爲中心之教師專業成長活動，除需考慮教師個人的專業成長需求之外，也應兼顧考量幼稚園整體發展。

關鍵字

幼稚園教師 ； 在職進修 ； 教師專業發展

並列摘要

This study aims to explore kindergarten teachers professional development needs in ox private kindergarten. Teachers from ox private kindergarten were selected to be the subject of study. Most of the research data were collected through questionnaires, while mp interviews also provided the supplementary data Eighteen kindergarten teachers participated in this study. The goals of this study are to explore the current status of and needs for their professional development among 18 teachers, and analyze the differences and similarities of the professional development among teachers with various teaching experiences in order to provide a reference for future plan and design for teacher professional development program. The research findings show that all the teachers attend the training seminars/workshops within and outside the kindergarten. Most teachers are most impressed by the training seminars/workshops that provide them opportunities to practice or participate. In addition, most of the teachers express their willingness for further on-the-job professional development. They are also considerably interested in the special techniques of instructing young children, such as drama, music rhythm, and art therapy. The analyses of the differences in the needs for on-the-job professional development among teachers with various teaching experiences reveal that over half experienced and senior teachers engage in on-the-job professional development to obtain a bachelor degree whereas novice teachers engage in general on-the-job professional development. The determining criteria of on-the-job professional development for all of these teachers are the time, the content, and the opportunity. Based on the research findings and analyses, this research proposes some principles for the planning of teachers' professional development programs: consideration of the personal background of the teacher, appropriate planning of the time of on-the-job professional development, more focus on practical teaching courses, and multiple choices of the professional development programs. Finally, the researcher suggests that the planning of teachers' professional development programs should take into account not only the needs of teachers but also the overall development of the school in order to design the professional development programs that center around the school.

並列關鍵字

kindergarten teacher ； teacher's professional development ； in-service education