運用學習社群提升偏遠地區幼稚園教師專業成長之研究—以南投縣國民教育幼兒班教師為例

A study of Improving Teachers’ Professional Development by Learning Community in Remote District Kindergarten－A Case of Preschool Child Class in Nan－Tou County

石曉玫(Hsiao-Mei Shih)

指導教授 ： 林楚欣 ； 林以凱

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2009年)

摘要

本研究旨在探討學習社群對偏遠地區幼稚園教師在專業成長方面的影響。研究者期待透過此項研究，能達到下列的目的：（一）探討偏遠地區幼稚園教師專業成長的知覺與態度。（二）了解偏遠地區幼稚園教師專業成長的現況。（三）了解運用學習社群進修的方式對教師專業成長的成效。（四）對偏遠地區幼稚園教師專業成長方式提供建議。
本研究探討問題如下：（一）偏遠地區幼教師專業成長的知覺與態度為何？（二）偏遠地區幼教師專業成長的現況為何？（三）參與學習社群與教師專業成長之成效為何？
本研究對象為南投縣原住民鄉42個國幼班，共66位國幼班教師，研究工具為研究者自編之「運用學習社群提升偏遠地區幼稚園教師專業成長問卷調查表」及半結構式之訪談大綱。前者之問卷實施對象為全部66位國幼班教師，後者的訪談對象為7位參與學習社群的國幼班教師。
本研究問卷結果以SPSS10.0套裝統計軟體進行平均數、標準差、百分比、變異數分析、卡方檢定以及Pearson積差相關等方法進行統計分析，以及透過半結構性的訪談，獲得以下幾點結論：
一、南投縣國幼班教師對專業成長都能抱持正向積極的知覺與態度。
二、南投縣國幼班教師的年資與年齡偏低，且多數為代理教師。
三、南投縣國幼班教師在參加研習時會選擇實用性及操作性方面的課程為主，但會因為辦理的時間而影響參加專業成長的意願。
四、南投縣國幼班教師在參加專業成長的類型上多為專題演講和研習，且以參與南投縣政府教育處所舉辦的研習活動為主。
五、專業培育機構培訓出來且具有合格教師證的國幼班教師，比較會使用省思札記來進行專業成長。
六、南投縣國幼班教師對於參與學習社群後在專業成長方面的成效良好。
研究者依據研究結論及發現提出相關建議，並供相關單位及未來研究者之參考。

關鍵字

學習社群 ； 教師專業成長 ； 國幼班

並列摘要

This study aims to investigate the effects of learning community on the professional development of remote district kindergarten teachers. The objectives of the research include: (1) to study the awareness and attitude of remote district kindergarten teachers towards professional development, (2) to understand the current situation of the teachers’ professional development in remote district, (3) to examine the effectiveness of learning community on teachers’ professional development, and (4) to make recommendations on the teachers’ professional development in remote district.
The research questions are as follows. (1) What sort of awareness and attitude remote district kindergarten teachers hold towards professional development? (2) What is the current situation of kindergarten teachers’ professional development in remote district? (3) How effective are learning community and teachers’ professional development?
The sample included 42 preschool child classes in Nantou County, total of 66 teachers. The research instruments were self-constructed questionnaire and semi-structured interview. Questionnaire was completed by those 66 teachers, and semi-structured was done with 7 teachers who participated in learning community. Through both quantitative and qualitative methods, this study intended to examine the utilization of learning community in preschool child class teachers’ professional development and the effectiveness of learning community on teachers’ professional development.
SPSS 10.0 was used to analyze data, descriptive analyses, chi-square, ANOVA, Pearson product moment correlation tests were conducted. The study reaches the following conclusions.
1. Preschool child class teachers in Nantou County hold positive awareness and attitude towards professional development.
2. The preschool child class teachers in Nantou County tend to be younger and with less years of teaching experience, and many of them are substitute teachers.
3. In Nanou County, preschool child class teachers mainly choose practical and operational courses as professional development. The time scheduled for the courses may also affect teachers’ willingness to attend.
4. In selecting professional development courses, preschool child class teachers in Nantou County prefer seminars and workshops. They mostly choose the activities organized by the Education Bureau of Nantou County.
5. Preschool child class teachers receiving training in professional teacher education institutes and with teaching certificates tend to use reflection diary to carry out professional development.
6. It is quite effective to enhance preschool child class teachers’ professional development through learning community in Nantou County. It should continue carrying on and promote.
The researcher makes relevant suggestions based on the conclusions and findings reached in the study. Those suggestions may also be helpful for related organizations and future researches.

並列關鍵字

Preschool Child Class. ； Learning Community ； Teachers’ Professional Development

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