| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所(Graduate Institute of Early Chil === 98 === Abstract
The purpose of this research is to comprehend the viewpoints of senior teachers in the kindergarten toward taking part in the teacher’s training programs to understand the factors that influence teachers talking part in these activities, and to evaluate the professional growth of teachers after these activities. In order to attain the purposes mentioned above, I adopt qualitative research, practicing interviews, observation, and document analysis in this study and the participants for this study are two senior kindergarten teachers of a public school and of a private school. After the data analysis, the results are as follows:
I. The problems and improvements of senior kindergarten teachers taking part in teacher’s training programs
A. The first problem is that the registration methods for teacher’s training programs are various. The teachers expect a collective internet registration system.
B. The reduction of the overlapping of teacher’s training programs time is suggested.
C. The topics of some teacher’s training programs do not meet teacher’s needs and some overlap frequently. Inquisitions of teacher’s needs and an interconnected system on topics of these programs are required.
D. There is no proper criterion for the selection of lecturers. The teachers hope that the host could recommend adequate lecturers.
E. The demand on the hours of teachers participating in teacher’s training programs is invalid. Reviews and classification of teachers should be implemented.
F. The budget for teacher’s training programs is definite. A flexible arrangement of the budget for different activities is recommended.
G. A well-organized evaluation system is deficient. Feedback system should take its place.
II. The possible factors that affect senior kindergarten teachers to take part in teacher’s training programs
A. The hindrance for teachers participating in teacher’s training programs includes family, time, location, and the hardware of the host school. Furthermore, teachers at private schools tend not to participate in teacher’s training programs because of work pressure from the kindergarten and be unknown of the latest teacher’s training programs
B. The stimulation for teachers participating in teacher’s training programs involves personal interest, qualified lecturers, suitable topics for teacher’s needs and the sharing of teacher’s experiences in teaching. Government policies will encourage teachers at public schools to join related training programs.
III. Professional growth for senior kindergarten teachers participating in teacher’s training programs contains the implement of practical teaching ideas, enhanced teaching skills, a practice of teaching theories, an improvement of common sense during daily life, and an reinforcement of self-reflection.
Based on the above research result, suggestions are made for educational and administrative institutions, kindergartens, kindergarten teachers and future research.
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