Kindergarten Teachers’ Interpretation and Correspondence to the Conflicts in Collaborated-Teaching

• Main Authors: Chuang shn- ling, 莊淑玲
• Other Authors: 金瑞芝
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/47568218348504117015

碩士 === 臺北市立師範學院 === 國民教育研究所 === 90 === Kindergarten Teachers’ Interpretation and Correspondence to the Conflicts in Collaborated-Teaching Abstract The major purpose of this research is to investigate the kindergarten teachers’ interpretation and correspondence to the conflicts in collaborated-teaching, as well as finding out the factors influence kindergarten teachers’ interpretation and correspondence in dealing with the conflicts in collaborated-teaching, in order to understand the actual situation of the collaborated-teaching conflicts occurred among kindergarten teachers. The research focuses on two kindergarten teachers as the subject. Through qualitative research method such as interview, observation, ducumentation and so on to collect data. Findings of the research are as followings: (1) Kindergarten teachers’ interpretation and correspondence to conflicts in collaborated-teaching Teacher Yu interprets the conflicts generating include role transforming, differences in expectations, and issues of rights and responsibility to the classes. Teacher Yu’s collaborative teacher is the principal of the kindergarten. The working attitude of the principal is straightforward in dealing with business related matter, this bothers teacher Yu. After clarifies the role and job with collaborating teacher, teacher Yu gradually becomes caring very much about principal’s personal opinions and comments to herself. Teacher Yu also feels disappointed to the principal of the kindergarten regarding responsibilities supposed to take, therefore causing differences in role transferring and expectation. Others such as overlapping the space in putting personal belongings, the deployment of the layout, interference with the teaching role, job sharing and so on and so forth class responsibilities issues are all causes of teacher Yu’s dissatisfaction. The correspondences to the conflicts that teacher Yu has, are avoidance, confronting and changing thoughts, etc. Teacher Wang interprets the causes of conflicts are collaborating teacher’s high profile, arguments between individuals’ rights and responsibilities especially related to benefits and welfare, as well as the unfair treatment due to parents’ various appraisals to teachers. Further reasons are such as the differences of cognition, ideology, habits and expectance to the role are all causes of dissatisfaction. The correspondences to conflicts that teacher Wang has, are self-oppression, attempting to communicate and coordinate, and looking for supports, etc. (2) Factors influencing kindergarten teachers’ interpretation and correspondence to conflicts in collaborated-teaching The research finds factors influence kindergarten teachers’ in individual interpreting and correspondences to conflicts include differences of role and positions of collaborating teachers, influences from the third party, collaborating teacher culture, courtesy demands reciprocity, and individual reasons. The differences of role and positions of collaborating teachers are due to principal of the kindergarten, teachers and differences of seniority. The third part influences include members of small group, and various levels of management system such as supervisors from the elementary school, principal of the kindergarten, and the counseling group of pre-school teaching, as well as the parents. Major and collaborated-teaching culture includes influences generated from different definitions of job sharing to collaborated-teaching. The culture of courtesy demands reciprocity includes the actual presents giving and personal favor exchange. The individual reasons include teachers’ personal traits and previous experiences. Finally, the researcher will make discussions according the results to make suggestions and recommendations for further research as references. Key Words: Kindergarten ; Collaborating teacher; conflicts interpretation; correspondence