A Study of Developmental Process For Early Childhood Teachers'' Growth Group

• Main Author: 楊惠雯
• Other Authors: 高傳正
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/68922666548638429643

碩士 === 國立花蓮師範學院 === 幼兒教育學系碩士班 === 92 === The purpose of this study was to explore the developmental process of the early childhood teachers’ growth group and the effects of the teachers’ professional growth. The teachers’ growth group was composed of eight early childhood teachers who voluntarily joined the group. To achieve the goals of this study, qualitative research method was employed. The researcher made use of document analysis, participant observation, in-depth interview, and reflection journal as the major research methods. The teachers’ growth group had run for eight months. As a result, the study drew the following conclusions: 1. The developmental process of the early childhood teachers’ growth group: (1) Through the different functional models of the teachers’ growth group and observation on teaching, the teachers reaped no little benefit and rethought of their curriculum design, classroom management, children guidance, and cooperation among teachers. (2) The operation of the teachers’ growth group promoted teachers’ professional growth and improved the abilities of their curriculum design, classroom management, and personal relationships. (3) The teachers’ growth group could increase the connections of friendliness and colleagueship among the teachers. (4) The progress of the teachers’ growth group could promote the spirit and mold a new image of the growth group. 2. The group dynamics of the growth group: It included the positive and negative group dynamics. The negative group dynamics that hindered the outcomes of the growth group should be reduced. 3. The difficulties of the teachers’ growth group: (1) Dates of conferences: The mistakes of the administration delayed the conferences. (2) The frequency of the conferences: Too many conferences affected the emotions of the teachers. (3) The teachers were too busy：The teachers were very busy with their teaching tasks so that the time for writing the reflection journals and reading the books were not sufficient. (4) The pressures: Some teachers wanted to quit from the growth group because of the excessive pressures. (5) The attitude of the school principals: The attitude of the school principals was crucial to the existence of the teachers’ growth group.