幼兒園新進教保服務人員面對協同教學之挑戰與回應

Abstract

在臺灣幼兒教育中，協同教學是學者、教保服務人員相當重視及關心的議題，但關於探討新進教保服務人員在協同教學中面對哪些挑戰，以及如何回應之相關研究相對較少。本論文之主要目的是探討幼兒園新進教保服務人員在協同教學中會遇到的挑戰，並聚焦在新進教保服務人員的觀點以及具體回應。本論文之研究對象為來自台北市、新北市、基隆市等北部地區之4位公立幼兒園教師，以半結構式訪談的方式蒐集資料，訪談的過程全程錄音，錄音資料轉譯成逐字稿研究者從反覆閱讀逐字稿的過程，依關鍵字將具體的細節抽象概念化之後進行編碼與分析。在研究信實度上採用厚實描述，多元資料蒐集方法的三角檢證法、同儕檢核、外部專家檢核等方法驗證資料分析過程和結果。本論文之主要研究結果如下： 一、新進教保服務人員之協同教學信念是影響教保服務人員與搭班互動關係至為重要的面向；而個人特質、教學經驗與價值觀是新進教保服務人員面對協同教學挑戰之關鍵因素。 二、新進教保服務人員面對協同教學之挑戰包含行政、教學工作負荷產生的壓力、新環境調適的能力、教學專業技巧不足、搭班變動頻繁、不一致的教學態度、互動關係、個人偏見等因素。 三、新進教保服務人員從自我省思中看見對方的優點、以正向的態度、主動溝通、提升專業能力來回應協同教學互動關係之挑戰。 最後，本論文亦依據研究結果提出討論與建議。Collaborative teaching is an important issue that early childhood educators concern about. However few researchers are related to the issue. The main purpose of this thesis is to investigate the challenges new preschool educators face, and focus on those educator’s point of view and specific responses. Four participants of this research were newly employed in Northern Taiwan preschool. Data collected from semi-structural interviews was translated into manuscripts, then coding and analysis were extracted from the concepts of manuscripts.The following conclusions were drawn from this study.First, collaborative teaching belief were the key aspect that influences interaction. Characters, teaching experience and values were main factors in facing challenges.Second, challenges that newly preschool educators faces include: pressure from workloads, ability to adapt to new environments, inadequate teaching skills, partners change frequently, inconsistent teaching attitudes, interactive relationships, personal bias etc.Third, self-reflection help new preschool educators see each other’s strengths, so they can response those challenges with positive attitude, proactive communication, professional competence improvement.Finally, recommendations are made based on the results of the study.