A study of the learning and thinking process of kindergarten teachers transferring to primary schoolA study of the learning and thinking process of kindergarten teachers transferring to primary school

• Main Authors: CHAN YU-YEH, 詹玉葉
• Other Authors: 盧美貴
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/32752978544238717403

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === A study of the learning and thinking process of kindergarten teachers transferring to primary school Abstract The purpose of this study is to understand the implication of the work of transferred primary school teachers from kindergartens and to approach the process of their adaptation and the problems existing in this process, all of which are provided as reference for kindergarten teachers with identical background to be teaching at primary schools. In this study, two transfer primary school teachers from kindergartens are selected as the objects of the research and the study is qualitatively carried on with data collected through deep interviews with the aid of field observation of the teachers’ teaching activities at schools and correction of the related documents. Following is the conclusion of this study drawn from the collected data that have undergone analyses and induction: 1.With regard to the implication of the 2-step teaching work from kindergartens to primary schools, the similarity of the two jobs is the requirement of specialized knowledge and competence with which a kindergarten teacher can be a competent primary school teacher, and the difference between the two jobs exists in the curricular program design, teaching material and method for which transfer kindergarten teachers to primary schools are requested to make up their inadequate professional ability. 2.A transfer primary school teacher from kindergarten must meet several challenges including the difference of teaching material & method, curricular pressure, loneliness of new comers, lowering of the salary grade, limitation of employment by schools in remote districts, and the difficulty in tacking care of their family after school. 3.Both of the kindergarten teacher and the primary school teacher are professionals though, the students they educate are at different levels and thus the hardness they experience and the achievements they make are different. In other words, teaching at kindergartens and teaching at primary schools are two kinds of jobs that provide different pleasures and different experiences of laboriousness. Anyway, the government’s decision to open primary schools to kindergarten teachers is to provide kindergarten teachers with another choice in work. 4.Both kindergarten teachers and primary school teachers were deeply impressed with the roles their teachers played in their childhood and this latent impression engraved in the memory of these teachers should have influence over the substantial roles they are now playing at schools. In accordance with the above conclusion, the researcher proposes different concrete suggestions for teachers, schools, competent teachers training organizations, and the educational administration as well as continued studies on the related problems. Key words:  transfer teachers  Process of learning and thinking  Adaptation