幼兒園合班老師的互動關係-以兩個班級為例

Interaction Relationship Between Kindergarten Co-teachers in one class--Taking Two Classes as Examples

謝雅玲

指導教授 ： 林育瑋

國立臺灣師範大學/教育學院/人類發展與家庭學系在職進修碩士班/碩士(2003年)

摘要

本研究藉由深入觀察、訪談兩組合班老師，瞭解幼教老師與搭檔在面臨角色與責任重疊時，兩人的互動關係與調適的歷程，進而探討增進合班老師互動的有利因素，希望不僅能讓自己勇於面對新搭檔，也能提供其他幼教老師增進互動關係的參考方向。本研究的發現如下：
一、 合班老師的互動關係與調適歷程
A所小玲及小葉在教學方面，剛開始均由小玲主教，但在兩人的努力之下，在搭擋第十三週已轉變為主副教輪流的情況。在幼兒方面，因為這個班是小玲由幼幼班帶起，幼兒與小玲較為親密，但也在兩人的努力下，半學期之後小葉與幼兒關係漸佳。在家長溝通方面，因為園內單一窗口的制度與兩人的協調，幾乎都由小玲負責與家長聯繫，直到搭擋第二年十二月小葉開始參與值班工作，增加了與家長互動的機會，使得兩人與家長互動漸趨平均。而在全園活動的配合上，兩位老師從一開始搭班即呈現互相協助的關係。
B園文文及芸芸在教學方面，一開始即是主副教輪流的方式，但在教學互動上顯得默契不足，直到搭擋第三年文文卸下行政及芸芸在教學上的成長，彼此默契漸佳，搭擋第四年時兩人已能協同教學。在幼兒方面，剛開始因為兩人標準不同，使得幼兒常規不易掌握，搭擋第三年因為文文遭到家長中傷，讓文文省思到「班級是兩位老師的，兩人對幼兒的態度應該一致」，經由兩人的溝通及策略的運用，至搭擋第五年，兩人在處理幼兒問題行為的標準已漸趨一致。在家長溝通方面，同樣因為家長中傷事件讓文文意識到「班級是兩位老師的」，在溝通之後，已由以文文為主，漸漸轉變為兩人均可以與家長溝通。在全園事務的配合方面，兩位老師也從一開始搭檔就能彼此協助與支持。
二、 增進合班教師互動的有利因素
以A所來說包含具備良好個人人格特質、教學理念相近、能主動溝通、先前經驗的正向影響以及園內組織氣氛等因素；以B園來說包含具備良好個人人格特質、能主動溝通、先前經驗的正向影響以及搭擋時間長等因素。
最後綜合研究發現，研究者針對幾項要點進行討論，並分別針對幼教老師、行政管理者、師資培育機構、教育主管機關以及後續研究提出幾項建議，及研究者本身的省思。

關鍵字

幼兒園教師 ； 互動關係 ； 調適歷程 ； 合作教學 ； 個案研究

並列摘要

The research was to study two groups of teachers who both worked in one kindergarten classroom as a co-teacher, and to find out how and what they interact with each other and make a adjustment while facing with the problems. Furthermore, this study would help early childhood teachers understand the advantages of increasing the interaction with their co-teachers. It not only allowed the teachers to face their problems more easily, but also provided other early childhood teachers with some advice on how to make the interactions more effective. The findings are as follows:
The interaction relationship and the process of adjustment with the co-teachers
At Kindergarten A, teachers Lin and Yeh were observed. In regards to teaching, Lin, an experienced teacher, would be the head teacher of the class at the beginning of co-teaching. After thirteen weeks, they started the process of rotating the head teaching job and the co-teaching job. Most students were closer to Lin because she had been their teacher since they were preschoolers; and it was easy for Lin to deal with new students as well. Lin helped Yeh deal with the problems and Yen was also willing to change the situation. Under this kindergarten’s system, Lin was the main person to contact the parents, but Yeh started to try actively to communicate with the parents from December of the second year. Eventually, Yeh established the good interaction relationship with the parents as Lin. In regards to working on school activities, both teachers had already worked well in a way of facilitation when they started co-teaching.
At Kindergarten B, teachers Wen and Yuen were observed. The first year of co-teaching, Wen was already a ten-year experienced teacher and Yuen just graduated from the teacher’s college. The two teachers rotated teaching at the very beginning when they started to co-teach. However, it appeared to lack the spirit of working as a team because Wen was busy in her administrative work as a kindergarten director. This situation lasted about two years. After the one-year-break of not co-teaching together, Wen unloaded her administrative work, and at the meantime Yuen made progress on teaching in the third year. In the fourth year, they had already learned how to facilitate well with their co-teaching. For the students, the two teachers showed different standards towards the students for the first two years. Actually, this situation made their work harder because it was not easy to manage the class. It caused an incident where Wen received some accusations from the parents in the third year, which made Wen realize that she should manage the class together with Yuen. Through the communications and the changes of managing the class, they finally agreed upon the same standards on how to manage their class by showing their students the same attitude or playing different roles according to the situations. They almost had the same standards towards their students in the fifth year. Since the incident happened, both teachers tried to improve the situation, and after some adjustments, they received the same amount of communication the parents. In regards to working on school activities, both teachers were able to support each other and work well together since they taught together. Wen was a good role model for learning.
The Advantages of Improving the Interactions with Co-teachers
Referring to facilitate and improve the interaction relationship with co-teachers, some factors were found. At Kindergarten A, both teachers showed their good personality traits, had the same teaching ideals, participated in active communications, and were able to carry forth the positive influences from their former experiences and atmospheres of the kindergarten. At Kindergarten B both teachers again showed their good personality traits, participated in active communications, and carried forth the positive influence from their former experiences, along with the results of long-term co-teaching.
In conclusion, the researcher brought out various points for discussion, submitted some suggestions for the teachers, administrators, teacher’s colleges and the government, and offered her reflections on education.

並列關鍵字

early childhood teacher ； interaction relationship ； the process of adjustment ； collaborative teaching ； case study