幼教師在幼兒園評鑑中專業成長之研究 :以批判教育學為基礎 = The professional development of pre-school teachers during kindergarten evaluation :Based on the perspective of critical pedagogy

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題名:
幼教師在幼兒園評鑑中專業成長之研究 :以批判教育學為基礎 = The professional development of pre-school teachers during kindergarten evaluation :Based on the perspective of critical pedagogy
著者: 楊芳玫
國立臺南大學教育學系課程與教學碩博士班
主題: 批判教育學幼兒園評鑑幼教師專業成長; Critical pedagogy Kindergarten evaluation Pre-school teachers Professional development
描述: 本研究旨在從批判教育學的觀點來探討幼教師在幼兒園評鑑中之專業成長。本研究採質性訪談研究法，進行半結構訪談以收集幼教師的評鑑經驗，以四位國小附設幼兒園教師、三位私立幼兒園園長及四位私立幼兒園教師共十一位現職幼教師為研究對象，並以批判教育學的核心概念進行資料分析與詮釋，本研究結論如下：一、自我覺察呈現在評鑑前及評鑑後兩階段，分工模式實施、輔導機制申請及評鑑會議召開等評鑑工作，能促使教師自我檢視教學專業及提升向心力。二、自我解放呈現在評鑑前階段，三類幼教師之自我解放程度差異不大。三、自我反思呈現在評鑑後階段，經由強化教師社群關係，相互提升教師專業。四、自我批判呈現在評鑑前及評鑑後兩階段，繁重的評鑑工作增加教師壓力進而影響教學效能。五、自我轉化呈現在評鑑後階段，重視以幼兒為中心之教學模式，營造開放式學習環境。　　最後，本研究根據研究結果進行討論並提出建議，以作為幼兒園、相關教育行政工作與決策者與未來研究之參考。.
The aim of this study was to explore the professional development of pre-school teachers during kindergarten evaluation, based on the perspective of critical pedagogy. This study adopted the semi-structured interview method to collect pre-school teachers’ experiences of kindergarten evaluation. The participants were eleven in-service pre-school teachers, which were four elementary school kindergarten teachers, three private kindergarten principals and four private kindergarten teachers. The collected data were analyzed based on the core concepts of critical pedagogy. The conclusions are as follows: 1.The self-awareness appeared on pre-evaluation and post-evaluation stages. The evaluation works, which contained modes of work assignment, the requisition of guidance mechanism, and the evaluation meetings, promoted teachers to examine their teaching profession and to enhance their cohesion. 2.The self-liberation appeared on the pre-evaluation stage. The pre-school teachers with three different backgrounds had no significant difference in self-liberation. 3.The self-reflection appeared on the post-evaluation stage. Pre-school teachers enhanced their teaching profession by strengthening the teacher communities. 4.The self-criticism appeared on pre-evaluation and post-evaluation stages. The heavy evaluation work increased teacher’s stress and affected their teaching effectiveness. 5.The self-transformation appeared on the post-evaluation stage. Pre-school teachers emphasized the kid-centered teaching model and created an open learning environment. Based on the conclusions above, the study made some suggestions for kindergarten, educators and future studies..
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩博士班.106學年度
建立日期: 民107[2018]
格式: iv,viii,193頁 : 圖 ,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

幼教師在幼兒園評鑑中專業成長之研究 :以批判教育學為基礎 = The professional development of pre-school teachers during kindergarten evaluation :Based on the perspective of critical pedagogy

楊芳玫國立臺南大學教育學系課程與教學碩博士班民107[2018]

正在檢索遠程資料庫，請稍等

幼教師在幼兒園評鑑中專業成長之研究 :以批判教育學為基礎 = The professional development of pre-school teachers during kindergarten evaluation :Based on the perspective of critical pedagogy

楊芳玫 國立臺南大學 教育學系課程與教學碩博士班 民107[2018]

正在檢索遠程資料庫，請稍等

楊芳玫國立臺南大學教育學系課程與教學碩博士班民107[2018]