| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 99 === A Study on the Conflicts of Team Teaching Teachers Encountered and Their Solving Strategies in a
Public Kindergarten
Liang,Ya-Ju
Department of Early Childhood Education
National Chiayi University
Abstract
The study aimed to understand the current situation of two teachers’ team teaching and explore the conflicts teachers encountered and their coping strategies for solving conflicts.
A qualitative and purposive method was adopted by the author. Three teachers with team teaching experiences who also had faced team teaching problems were selected to be interviewed in a semi-structured interviewing technique to collect the data.
The research results were as follows：
1.The current situation of team teaching the two teachers had in the public kindergarten.
（1）The two teachers could draw on the strong points to offset the weaknesses to each other in team teaching.
（2）Having the same goals and with well cooperation relationships, two teachers would have synergy effects in teaching.
（3）Two teachers’ effective cooperation made a good teachers’ efficacy
（4）Good experiences could bring positive force to the team teaching in the future.
（5）Two teachers’ cooperation types would be different depending on the demand in the teaching process.
（6）Two teachers did the teaching and administration jobs at the same time hardly.
2.Two teachers’ communication produced during the team teaching process.
（1）Two teachers’ well communication could achieve the teaching goals.
（2）Two teachers’ communication usually involved multiple aspects. Teachers needed to apply many ways to have a good communication effects.
（3）The communication barriers would bring bad influences to the cooperation between two teachers and increase the conflicts.
3. The solving strategies for the conflicts in team teaching in the public kindergarten two teachers adopted.
（1）Conflicts were hardly ever mono-causal. There were complex causes for the conflicts. Teachers should apply different strategies.
（2）Good strategies could help two teachers to increase their tacit understanding during the cooperation process.
（3）Good communication after the conflicts during the team teaching process could improve two teachers’ cooperation efficacy.
4.The expectations and suggestions the teachers who are in the public kindergarten wanted to contribute to the future partners.
（1）” In the same camp” was the basic foundation of cooperation between two teachers. The same characteristics and the same ideas would bring benefits to the cooperation between two teachers.
（2）The author suggested that the more discussions and more communications teachers had, the more benefits would be produced from the cooperation.
Finally, according to the research conclusions, the author offered concrete suggestions to those teachers who have been teaching and who will be a teacher in the future, the administrators in kindergartens or the education competent authority.
Key words：Team teaching、communication、conflict
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