The Research from The Progressing of The Kindergarten Transformational and The Professional Developing of Teachers ─ Based on A Kindergarten Accepted The Kindergarten’s Guidance Program

• Main Authors: Wei-Ling Weng, 翁葦菱
• Other Authors: Fu-Chih Sun
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/31561875491879008187

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 99 === The purpose of this study was to investigate and research one of the kindergartens which attended Kindergarten’s Guidance Program, its transformation and the progress of teacher professional growth while investigating further the effects of kindergarten transformation, administration leadership, instruction supervision and teacher professional growth. The purposes of this study are as follows: 1.To understand this case study’s progress of transformation after attending Kindergarten’s Guidance Program. 2.To discuss this case study’s changes of administration leadership. 3.To discuss this case study’s changes of instruction supervision. 4.To discuss this case study’s changes of teacher professional growth. The method of this study was to adopt qualitative research, to choose deep interviews are prime method. Attending conferences of guidance program, records of topical teaching observation and surfing information from websites and blogs are secondary. To generalize conclusions from analyzing information as follows: 1.This case study was guided by experts without a fixed schedule. After experiencing guidance program by an educational organization in 2007; carried on cooperation with industrial organizations and educational organizations, activated research, professional research and study and training in 2008. Eventually, re-applied the scheme II of Guidance Program which was topical transformation in 2010. There were different effects in progress. Including improvement of teaching quality, development of course, innovation of teaching and built up characteristics of topical teaching and kindergarten’s reputation. In order to settle the benefits of operating business. 2.The changes of administration leadership were that administrators and teachers attended this program together to build up the purposes of kindergarten transformation and to create the differences of teaching by administration leadership. 3.The changes of instruction supervision were to observe the classes by administration leadership, and teachers kept a diary about making a self- examination and leadership helped teachers improve teaching, abilities of classroom management and independence of teaching courses in order to develop qualities of teaching. 4.The changes of teacher professional growth were that teachers not only changed their teaching concepts, but also threw away old teaching materials after experiencing guidance program. Teachers performed their own topical courses to advance in their abilities of designing courses, and promoted teachers’ teaching styles. Furthermore, improved teachers professional growth by sharing resources. The results suggest that educational organizations can refer to follow-up Kindergarten’s Guidance Program.