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研究生:謝宜君
研究生(外文):Hsieh I-Chun
論文名稱:尋找一個出口:幼教師自我突破工作困境之機制
指導教授:高傳正高傳正引用關係
學位類別:碩士
校院名稱:國立花蓮師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:166
中文關鍵詞:幼教師機制工作困境
外文關鍵詞:kindergarten teachersmechanismpredicament
相關次數:
  • 被引用被引用:86
  • 點閱點閱:1256
  • 評分評分:
  • 下載下載:283
  • 收藏至我的研究室書目清單書目收藏:10
中文摘要
從來沒有想過當一個老師對我來說這麼難,所以,本研究就是從我自己的困境出發,想了解幼教老師(preschool teacher)是以什麼樣的機制(mechanism)突破其工作上的困境,而產生對幼教工作的喜愛?
為能深入探討以上的問題,所以,透過他人的推薦,本研究邀請了九位年資在五年以上的在職幼教師為研究對象,分別進行半結構式的訪談,並採現象學理論進行資料分析。
走在幼教的路上,她們共同經歷了六個階段,從以下的六個階段來描述,可以很清楚這些老師所經歷的工作過程:
1.緣起:會走入幼教工作,多是因為喜歡,也有的是因為本行。
2.考驗:她們有經歷了初期的困境,也面臨著現在的困境,不過,困境有所不同。
3.突破:她們對困境的解決方式,初期多是採積極處理、外力協助或不處理的方式;而現在則多以反省、經驗、積極的方式處理
4.蛻變:對這份工作產生喜歡的主要原因是其對專業的肯定及對孩子的興趣。
5.成長:她們對自己初期的評價有滿意和不滿意的部分,而對現在的自評為自信、接受、專業的反省,多為正向的評價。
6.啟後:對生手老師解決困境的建議,多是針對幼師的素養、外力的協助、面對問題及反向思考的方面提供一些具體的方法及建議。
而本研究分析出老師之所以能突破困境,主要是透過內化及主動兩個機制,也因此產生對工作的願景,使她們產生了愛及專注,讓她們能喜愛這份工作。
1. 內化:能使老師內化的方式有
(1) 因為接受:接受的原因一是真實認識工作中的甘與苦,一是正確的了解自己。
(2) 可協助內化之法:有時靠外力,有時是個人的努力,也可暫時跳開幼教。
2.主動:可以從以下幾點看出其主動
(1) 入行的選擇
(2) 解決的方式
(3) 喜歡幼教
(4) 自評部分。
而在不斷主動與內化的過程中,她們對工作產生了願景,在願景中有對孩子及對自己的愛,而願景也可使她們在工作時更加專注。
由研究的結果建議,不管對職前或在職老師的培訓,都應注重培養其內化及主動的特質,才能使幼師都能在工作中產生樂趣,而在未來的研究中,可以再從幼教外在的環境來看影響老師工作困擾的一些因素,將更可協助幼教老師有效的突破困境。
關鍵字:幼教師,機制,工作困境
Abstract
Little did I think that it is so hard for me to be a teacher. Therefore, this research came from my teaching delimma. I wanted to understand what mechanism kindergarten teachers used for their teaching dilemma so that they enjoyed their kindergarten teaching.
In order to deeply explore above-mentioned questions, therefore, on persons’
recommendation, I invited nine kindergarten teachers at work who have taught five years old as my interviewees. I conducted respectively half-structure interviews with these kindergarten teachers. I took the theory of phenomenology to analyze information.
The following six stages were experienced by these kindergarten teachers:
1.Origin: they would choose kindergarten teaching
2.Trial: They had experienced initial dilemma. But, they were also faced with dilemma at present. However, dilemma were different.
3.Break through: In the initial stage, they took positive attitude to handle or seek assistance. Nevertheless, they took self-examination, the accumulation of experience, and positive attitude to handle dilemma now.
4.Transformation: The main cause that they could enjoy their kindergarten teaching was that they affirmed their own profession and were interested in teaching children.
5.Growing-up: They made initial evaluation composed of satisfaction and dissatisfaction. However, evaluation was greatly positive at present . The self-evaluation includes self-confidence, taking suggestions, and professional reflection.
6.Enlightenment: The research was aimed at kindergarten teachers’ profession, external assistance, facing questions, and reverse thinking to bring up some concrete methods and suggestions for beginning teachers.
These teachers overcame predicaments through two mechanisms-internalization
and initiative. As a result, they would bring their teaching to reach a vision. The vision also made them produce love and concentration and enjoy teaching.
1.Internalization:
(1)Because of reception: The cause of reception is to really realize the teaching of sweet and suffering.
(2)Assist the methods of internalization: Sometimes, kindergarten teachers had to seek external assistance , did their best to solve predicament ,or temporary found other interests out of kindergarten teaching profession.
2.Initiative:
(1)the preference of the profession
(2)solving methods
(3)enjoy kindergarten teaching profession
(4)self-evaluation
With the process of the continuously initiative and internalization, they came into
being their vision. In the vision, they had love for themselves and children. Through this vision, they could concentrate their attention on teaching.
Based on the results and suggestions of the research, no matter how pre-service or in-service teachers cultivated, we should attach importance to cultivate the distinguishing characteristics of internalization and initiative in order to make kindergarten teachers derive pleasure from teaching. In the future, researchers will find some elements influence kindergarten teachers’ teaching from external environment.
I think it to assist kindergarten teachers to overcome predicaments.
Key words : kindergarten teachers, mechanism, predicament
目 次
第一章前言
第一節 研究動機…………………………………………1
第二節 研究問題…………………………………………3
第三節 名詞解釋…………………………………………3
第二章文獻探討
第一節 幼師工作的探討…………………………………5
第二節 幼師教學困境之實徵研究…………………….17
第三節 解決困境的機制……………………………….29
第四節 總結…………………………………………….47
第三章研究方法
第一節 採用質性研究………………………………….48
第二節 研究參與者…………………………………….49
第三節 研究工具……………………………………….52
第四節 研究程序……………………………………….54
第四章走在幼教的路上
第一節 緣起…………………………………………….59
第二節 考驗…………………………………………….62
第三節 突破…………………………………………….76
第四節 蛻變…………………………………………….84
第五節 成長…………………………………………….88
第六節 啟後…………………………………………….99
第五章挑戰困境
第一節 無法自拔的困境?……………………………106
第二節 尋找出口………………………………………108
第六章省思與建議
第一節 研究者的省思…………………………………126
第二節 建議……………………………………………129
參考文獻
中文部分…………………………………………………132
英文部分…………………………………………………137
附錄:她們的故事
A老師的故事…………………………………………….147
B老師的故事…………………………………………….149
C老師的故事…………………………………………….152
D老師的故事…………………………………………….154
E老師的故事…………………………………………….156
F老師的故事…………………………………………….158
G老師的故事…………………………………………….161
H老師的故事…………………………………………….163
I老師的故事…………………………………………….165
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