幼教師在職研習進修動機與進修行為之研究

Early Childhood Education Teachers， Motivation and Behavior of In-Service Education

鄭伊萍(Yi-Ping Zheng)

指導教授 ： 蔡嫦娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

我國近年來新生兒人數有逐年下降趨勢，使得幼兒園市場供過於求的問題越趨嚴重。而幼兒教育更是一切教育之基礎，面對知識經濟的時代，各種新知識源源不斷的湧進，教師當經常進行在職進修，增加專業知能，具備專業態度。
在職進修是老師為增進自我專業知能所參與的學習活動，亦是一種教育歷程，其主要作用是提升教學品質，以促進個人專業成長，並建立合作學習研究的專業社群共同成長。如何規劃更符合教師需求的研習活動，以提升教師專業的發展，是個值得重視的課題。本研究旨在探討幼教師研習進修動機與進修行為之關係。因此，本研究可瞭解幼教教師進修動機之實際情況 ，亦可瞭解幼教師研習進修行為。
本研究於問卷編製完成後，透過紙本問卷方式蒐集資料，採用便利抽樣方式發放300份紙本問卷，於2016年3月以苗栗縣與南投縣公立幼兒園教師為施測對象。資料收集後，本研究以SPSS 18.0統計套裝軟體建檔，透過敘述性統計分析、信效度分析、相關分析等統計方法對資料進行整理分析。期望分析所得結論對於學術與業界有所幫助。主要研究結果顯示如下：
一、幼教師參與在職進修以自我興趣之動機最高。
二、幼教師參與進修以參與次數、學校研習安排表現較佳。
三、幼教師幼教師參與進修動機在縣市、年齡、教學年資及學校規模有顯著差異。
四、幼教師參與進修行為在縣市、教育程度有顯著差異。

關鍵字

進修行為 ； 進修動機 ； 幼教師

並列摘要

In recent years, the number of newborns has declined from 260,354 in 2001 to 196,627 in 2011, making the preschool market increasingly serious due to oversupply. Preschool education is the foundation of all further education. In the setting of knowledge-based Economy, teachers should keep regular in-service training and increase professional knowledge, ability and professional attitude to deal with the steady pouring stream of new knowledge.
In-service training is self-learning activities that teachers take to promote their professional knowledge and ability. It is also an educational process aimed to enhance the quality of teaching, promote individual growth, and establish a professional learning community and grow together. How to plan teachers’ learning activities in line with their needs and enhance their professional development is a vital issue. This study aimed to investigate the relationship between motivation and learning behaviors of kindergarten teachers. In this way, the study was able to learn about the actual situation of preschool teacher’s training motivation as well as their learning behaviors.
Data was collected from questionnaire after 300 samples were issued in convenience sampling method among Miaoli County public and private kindergartens teachers in March 2016. The data was filed by SPSS 18.0 statistical package and analyzed through descriptive statistical analysis, reliability and validity analysis, statistical correlation analysis and regression analysis. Study findings were expected to offer help for academic and industry field. The main results are shown below:
First, the young teachers to participate in in-service training with the highest motives of self-interest.
Second, the young teachers to participate in training in order to participate in the number of school study arrangements better performance.
Third, the motivation of young teachers to participate in training of young teachers in cities and counties, age, years of teaching experience and school size have significant differences.
Fourth, the training of young teachers to participate in a significant difference in behavior county, level of education.

並列關鍵字

Learning behavior ； Learning motivation ； Preschool teacher

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