幼兒職前教師與在職教師發展合宜教學信念之初探

The Exploration of Pre-Service and In-Service Early Childhood Teachers' Beliefs about Developmentally

施淑娟(Shu-Chuan Shih)

《幼兒教育》 295期 (2009/09) Pp. 15-31

https://doi.org/10.6367/ECE.200909.0015

摘要

本研究目的爲探討職前與在職幼兒教師的發展合宜教學信念之差異性，以花蓮地區某技術學院38位修完實習之幼兒保育系學生與25位托兒所教師爲對象進行問卷調查。研究結果發現，五類教學信念中，對於合宜教學活動信念的一致性是相似的，但在不合宜教學的信念類別，有四項是職前與在職教師皆認爲是重要的，其內容爲(1)使用貼紙或給星星與獎品的方式鼓勵幼兒表現適當的行爲；(2)在課堂上教師是團體教學的，且要求每一個幼兒都要參與同一項活動，可提高教學效率；(3)採用標準測驗的方式來評量幼兒的學習；及(4)每一個不同的課程要分開在不同的時間來教導。另外有四項不合宜的教學，在職教師認爲是重要的，但職前教師卻認爲不重要，其內容爲(1)以作業及練習本的表現結果來評量幼兒的學習；(2)讓幼兒在教室中使用作業練習簿；(3)使用數字或注音符號的閃式卡來達到教學的目的；(4)幼兒使用描字本，就是按照虛線來練習寫字。由此可知職前教師發展合宜的教學信念優於在職教師，但也說明在職教師在建立正確發展合宜教學的信念仍需加強。

關鍵字

職前教師 ； 在職教師 ； 發展合宜教學 ； 教學信念

並列摘要

The purpose of this study is to discuss the difference on beliefs of devethpmenta1y appropriate practice for both pre-service and in-service early childhood teachers. The questionnaire survey was developed for this study that collects 38 students of Department of Early Childhood Care and Education who have completed the practicum course and 25 preschool teachers. The results show that there are four teaching beliefs unsuitable for both pre-service and in-service early childhood teachers, including encouraging children by giving applause stickers or stars and awards to adequately behave, teachers' adoption on group teaching to require each child to participate in the same activity so that it can enhance teaching efficiency, the adoption of standard tests to measure children’s learning and the importance that each different course should be separated to teach at different time. Besides, in-service teachers still think that there are another five teaching beliefs unsuitable. From here we know that the beliefs of developmentally appropriate practice for early childhood pre-service teachers are better than the one for in-service teachers. However it also shows that in-service teachers still need to enhance on correctly beliefs of beliefs of developmentally appropriate practice.

並列關鍵字

developmentally appropriate practice ； in-service teachers ； pre-service teachers ； teaching beliefs