| Summary: | 碩士 === 國立台北護理學院 === 嬰幼兒保育研究所 === 96 === Dewey thought that persons obtained knowledge by learning from their reflective experiences much more than from experience itself. To improve the quality of preschool education and to establish professional position for preschool teachers are tied to accepting continuous education for all of them. The motivation of stimulating them to study continuously is mainly from 「reflective ability」.The researcher, therefore, have conducted a profound research of analyzing four cases for eight months. The samples are four licensed preschool teachers working with four different private kindergartens and day care centers individually in the city of Taipei and the county of Taipei Taiwan.
The purpose of this research is to explore the categories and levels of teaching reflection, the essential factors affecting teaching reflection and influence of teaching reflection toward teaching quality. The methods of data collecting are interview, teaching journals, reflective diaries, articles, reflective files, notes. The total sheets of paper are 230 books. The framework of data analysis was developed and induced gradually while the research proceeded.
The research was conducted by qualitative analysis. The findings are as followings:
1. The teaching reflection for four of them are mainly influenced by professors’ ideology, courses which are related to teacher-incubating programs, self-reflection, characteristics, as well as teacher cultures at schools, besides by their childhood living experiences and their parental education concept, attitudes as well individually.
2. On the aspect of levels of teaching reflection, there are more evidences of technical reflection shown than that of practical and critical reflection.
3. On the aspect of categories of teaching reflection, there are more emphasis on the stage of reflection-in-action and reflection-on-action, whereas reflection-for-action is weak.
4. The influence of teaching reflection toward teaching quality is mainly determined by interactive mode between teachers and students, children’s behavior observing and counseling, teaching attitudes and methodologies, curriculum designing, teaching contents selecting, communication between parents and teachers, professional judgment, skills and relevance of class managing, and reflective ability.
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