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題 名 | 幼教教師案例撰寫歷程及專業成長之研究=The Study on Early Childhood Teachers' Case Writing and Their Professional Development |
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作 者 | 彭欣怡; 林育瑋; | 書刊名 | 樹德科技大學學報 |
卷 期 | 14:1 2012.01[民101.01] |
頁 次 | 頁59-92 |
分類號 | 522.63 |
關鍵詞 | 幼兒教育; 教學案例; 案例教學法; 師資培育; Early childhood education; Teaching cases; Case method; Teacher education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究透過個別訪談、團體訪談、研究者本記、以及部落格回應等文件檔案,瞭解幼教教學案例發展的歷程,以及研究參與者撰寫案例所遭遇的困難、收穫與成長。 透過現場教師的撰寫,本研究共發展出14個幼教案例,這些案例分屬於幼兒行為輔導、特殊幼兒輔導、新手教師、教師搭檔、教師/園長與家長溝通等五個主軸。 在撰寫歷程中,研究參與者面臨了針對案例的意義、案例撰寫的對象、案例故事的價值性、案例的倫理議題與真實性、案例故事的長度、案例故事的趣味性與可讀性、案例故事呈現的向度、書寫時間的壓力等方面的疑問和壓力,透過案例討論會議以及案例教學知能研習這些疑問與壓力獲得解決。 案例撰寫對幼教教師之影響方面有:案例知能的提升;拓展視野,增進教學策略;瞭解不同學校的組織文化,更清楚自己工作環境的特性;回顧過去經驗,與自我對話和省思,並促成下一步行動的動機;增加反省實務的能力;運用方法積極行動-促進親師關係建立;更看見學生表現;獲得書寫的成尌感;建立情緒支持團體、專業對話。 期待透過本研究發展教學案例之經驗,促發幼教師資培育者加入發展教學案例的行列;也期待能鼓勵幼教實務工作者將自己的教學故事傳承下來,以提供其他幼教人藉由案例的分享、討論,促進其專業成長。 |
英文摘要 | Through individual interviews, group interviews, observation records, researcher's journals, and replies on the blog, the researchers examined 12 kindergarten teachers who participate in "teaching cases writing workshop" process of developing teaching cases as well as their difficulties and professional development Based on inputs from the participants, 14 early childhood education cases are under the following 5 categories: children behavior guidance, special children guidance, novice teachers, teacher partnership, teacher/principal-parent communication. During the process of writing, the participants are faced with questions and pressure on: the meanings of cases, subjects they write about, the values of stories, ethical issues and authenticity of cases, the length of stories, interesting elements and readability of stories, aspects in which the case stories are presented, as well as time constraints of writing. Discussions of cases and seminars on case method are organized to resolve the questions and alleviate the pressure. The influence of case writing on kindergarten teachers’ professional development include the following: improve knowledge in cases, understand cultures of different schools, enhance teaching strategies, review and reflect on past experience to improve parent-teacher relationship, acquire sense of achievement in case writing, establish professional dialogue group. It is hoped that this study will prompt more teacher educator to develop teaching cases. It is also hoped that early childhood education practitioners will be willing to pass on their stories of teaching to other early childhood teachers so as to improve their understanding of early childhood education practices and bridge theories and practices through sharing and discussion on the teaching cases. |
本系統中英文摘要資訊取自各篇刊載內容。