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頁籤選單縮合
題 名 | Taiwanese Private Preschool Teachers' Perceptions of Their Role Identity=臺灣私立資深幼教師之角色認同觀念 |
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作 者 | 張聯興; | 書刊名 | 幼兒保育學刊 |
卷 期 | 2 2004.08[民93.08] |
頁 次 | 頁117-137 |
分類號 | 521.25 |
關鍵詞 | 臺灣私立幼兒園; 幼教師; 角色認同; 專業成長; Taiwanese private preschool; Teacher; Role identity; Professional development; |
語 文 | 英文(English) |
中文摘要 | 本文採用問卷與訪談等方法,研究十位臺灣私立資深幼教師之角色認同觀念,提出影響形成這些教師角色認同觀念的可能原因,並探討此等角色認同觀念對教師教學與工作之影響。研究中發現受訪者普遍認為教師的角色像媽媽,這個觀念之成因可能係受到社會文化、師資養成教育、與家長過度要求的影響。這個教師像媽媽的觀念造成之影響有:影響老師教學與日常師生互動關係、減低老師對工作表現評量之壓力、帶來老師無限大之責任與工作負荷、提供老師心理上的報酬與負擔、對留住老師或教師工作倦怠有不同之影響等。 |
英文摘要 | Adopting a holistic perspective and an interpretive approach, this study explores several experienced private preschool teachers' perceptions of their role identity in Taiwan. Methods include a questionnaire, interviews, and observations. Findings from 28 respondents to a preliminary questionnaire served as sensitizing themes for subsequent interviews and observations of ten teachers from seven private preschools in southern Taiwan. Teachers' perceptions of their roles as teachers, possible factors that shape their perceptions, and consequences of their perceptions of their roles are described. Effects and implications of teachers' perceptions and experiences in professional development are also discussed. Nias' (1989) emphasis on self-image and role-identity preservation are used to interpret teachers' emphasis on psychological rewards. |
本系統中英文摘要資訊取自各篇刊載內容。