教保服務人員參與公私立幼稚園輔導計畫之專業成長研究

Research on the Professional Development of Early Childhood Teachers in the Kindergarten''s Guidance Program

周怡佑(Yi-Yiu Chou)

指導教授 ： 楊敏鈴

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在瞭解台中市教保服務人員參與公私立幼稚園輔導計畫之專業成長的概況，探討不同背景變項的教保服務人員參與輔導計畫後其專業的成長情形。本研究採問卷調查法，發出正式問卷194份，共計收回問卷154份，有效問卷率為79.4%，採用描述性統計分析、t考驗及單因子變異數分析等統計方法進行分析，並根據研究結果，提出結論與建議。
研究結果：
一、教保服務人員專業成長的整體平均值為5.06，介於非常符合與符合之
　　間，可得知教保服務人員的專業成長有很好的進步。
二、教保服務人員的專業成長其符合程度的高低，依序為「專業精神與態
　　度」、「班級經營」、「課程設計與教學」、「研究發展與進修」。
三、不同年齡的教保服務人員在「課程設計與教學」、「研究發展與進修」、
「專業精神與態度」、「整體教保服務人員專業成長」上具有顯著差異。
四、不同服務年資的教保服務人員在「課程設計與教學」、「班級經營」、「專
　　業精神與態度」以及「整體教保服務人員專業成長」具有顯著差異。
五、不同服務單位的教保服務人員在「研究發展與進修」具有顯著差異。
六、不同任教班級教保服務人員在「課程設計與教學」與「專業精神與態
　　度」具有顯著差異。
七、課程設計與教學上最成長的是「我在教學活動上更會善用多元的教
　　材」、班級經營最成長的是「我更能尊重幼兒、接納幼兒以及親近他
　　們」、研究發展與進修最成長的是「我更能與同儕分享專業進修心得」、
　　專業精神與態度最成長的是「我更能配合幼兒的需要，適時地做出回
　　應和鼓勵」。

最後根據結論，提出具體建議，供教育行政單位、公私立幼兒園及後續研究之參考。

關鍵字

公私立幼稚園輔導計畫 ； 專業成長 ； 教保服務人員

並列摘要

The purpose of this study was to investigate the early childhood teachers’ professional development after they participated in the Kindergarten''s Guidance Program. The research methods contained a questionnaire survey. A total of 194 questionnaires were delivered, and 154 valid questionnaires were retrieved. The questionnaire recruitment rate was 79.4%. The collected data were further analyzed with descriptive statistics, t-test and One-Way Analysis of Variances (ANOVA).

The findings of this study were as follows:

1. The score in the aspect of “All professional development (M=5.06) showed that early childhood teachers had great progress.

2. The progressive order in the teachers’ professional development were “Professional attitude”, “Classroom management”, “Curriculum design and teaching”, and “Research development and further education”.

3. Teachers in different age of groups possessed significant differences in the aspect of ”Curriculum design and teaching”, ”Research development and further education”, “Professional attitude” and ” All professional development”,

4. Teachers in different years of experience indicated significant differences in the aspect of “Curriculum design and teaching”, ”Classroom management” and “Professional attitude”, “All professional development”.

5. Teachers in different program showed significant differences in the aspect of “Research development and further education”.

6. Teachers in different class showed significant differences in the aspect of “Curriculum design and teaching” and “Professional attitude”.

7. Teachers had more progress in the aspect of “Curriculum design and teaching” was “I can use various materials more effective in my teaching activity”；Likewise, in the aspect of Classroom management was ”I can respect, accept and close to children more”；In the aspect of “research development and further education” was “I can share the professional learning experiences more with my peers”；In the aspect of “professional attitude” was “I am more concerned about children’s need, and give them more encouragement”.

Finally, according to the research finding, some recommendations were proposed for educational institute, early childhood programs and further researches.

並列關鍵字

Professional Development ； Kindergarten''s Guidance Program ； Early Childhood Teachers

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