| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 98 === A case study of co-teachers developing teaching portfolios in Kindergarten
Abstract
The study aims to explore how co-teachers in kindergarten develop their teaching portfolio. The subjects under the study are researchers and co-teachers. By way of participating in and analyzing respective action researches, the whole process of how co-teachers develop their teaching portfolios is revealed. Findings out of the study and suggestions are both presented as reference for kindergarten teachers and researchers.
To achieve the research purpose mentioned above, the study uses the Taipei County-developed teaching portfolio for kindergarten teachers as the basis for information collection and analysis. The teaching portfolio includes: three modules which are “To know yourself and the environment”, “ Curricula design and teaching” and “Growth in profession and soul-searching”; 14 tables; six criteria in profession and a 24-item checking list. Through interviews, teaching observations and literature research, conclusions listed below are reached after a one-semester developing period:
1. Co-teachers are important support for teachers developing teaching portfolios. They are supportive in sustaining motives for portfolio development and in providing dialogue opportunities and experiences.
2. The participation experience in researching and developing teaching portfolios helps reduces co-teachers’ time spent on groping for directions.
3. Creating an atmosphere for sincere dialogue helps teachers to form self-examination habits, stimulate the depth and breadth of self-examination.
4. The teaching portfolio is relevant to the learning portfolio. Both can be linked and integrated and presented by either under a theme or a unit.
5. The teaching portfolio contains a teacher’s personal data, teaching journey and self-examination experiences.
6. The teaching portfolio records development and extends self-examination. Not only does it record a teacher’s teaching and growth experiences, it also reviews changes made in his/her teaching journey.
7. The teaching portfolio should contain a teacher’s personal data, his/her teaching journey and self-examination experiences.
8. The teaching journey contained in the teaching portfolio includes items on teaching planning, teaching and self-examination.
9. On self-examination in the teaching portfolio, it contains self-disciplined adjustment, experience assimilation and analysis & appraisal.
10. Real-time records are kept at lunch break or at intermissions between activities. The principle of “Never put off till tomorrow what you can do today” is encouraged to support teachers in time management and in self-examination or self-dialogue.
11. The following issues often take place when co-teachers are developing the teaching portfolios: the lack of job contents and time distribution, conflicting ideas between teaching and counseling, conflicting opinions, attitude problems in interactions between teachers, job pressure and inappropriate emotional reactions, room for improving poor communication and developing tacit understanding in terms of cooperation between co-teachers and.
12. In developing teaching portfolios, the following assistances are best needed by co-teachers in order to devote themselves and solve issues in concerted efforts: the counseling of experienced scholars or teachers in practice, understanding the contents of teaching portfolios and the knowledge of how to write it, support and dialogue between co-teachers and the formation of study groups.
Lastly, concrete suggestions based upon the listed conclusions are presented as references for kindergarten teachers who wish to develop teaching portfolios in terms of self-examination, being innovative and responding to changes.
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