| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士班 === 99 === The exploration of early childhood teacher’s professional autonomy
Abstract
The main purpose of this study was to discover the practical aspect of early childhood teacher’s autonomy. Having concluded literature of teacher professional autonomy, analyzed the ideology of early childhood teacher professional autonomy, the researcher used the method of depth interview to collect the data and grouped early childhood teacher personal professional autonomy in four main dimensions: general teaching autonomy, curriculum autonomy, communicate autonomy and innovation autonomy. The findings of this study are as following:
1.Regarding general teaching autonomy: Early childhood teachers had high professional autonomy in “keeping up professional characteristic”, “understanding child development, learning and child’s individual need”, “realizing child’s social and cultural background”, and “applying teaching resource”; had partial autonomy in “guiding children”, and had low autonomy in “managing working environment”.
2.Regarding curriculum autonomy: Early childhood teachers had high professional autonomy in “deciding teaching theme”, “selecting teaching materials and teaching aids”, and “applying teaching facility”; had partial autonomy in “making evaluation” and “setting learning-environment”; had low autonomy in “selecting teaching methods”, “setting teaching aims”, and “designing curriculum”.
3.Regarding communication autonomy: Early childhood teachers had high professional autonomy in “mutual communication”; had partial autonomy in “meeting communication”.
4.Regarding innovation autonomy: Early childhood teachers had low professional autonomy in “developing school specific curriculum”, “developing school based curriculum”, and “directing activity”.
The researcher hopes that the findings of this research would be the references to the preschool and kindergarten directors, early childhood teachers, parents, government authorities, and further studies concerned.
Keywords: early childhood teachers, professional autonomy.
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