園長在教授入園輔導課程轉型歷程中建構其角色之行動研究

• Main Author: 紀美惠
• Other Authors: 王莉玲
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/49470914360265971116

碩士 === 國立新竹教育大學 === 人資處幼稚園教師教學碩士班 === 100 === This study investigates my role as a kindergarten director and my professional development when promoting curriculum transformation through a kindergarten mentoring program as well as the difficulties and resolution strategies related to curriculum transformation. The research questions include (1) what role do I play in the process of curriculum transformation through a kindergarten mentoring program; (2) what are the difficulties I encounter in the process of curriculum transformation through a kindergarten mentoring program; (3) how do I solve those difficulties when transforming a curriculum through a kindergarten mentoring program; and (4) how do I grow professionally when transforming a curriculum through a kindergarten mentoring program. This action research employs two iterations of the cyclical process of planning, action, observation, and reflection. The research data gathered includes records of regular teaching seminars, records of mentoring meetings, informal interviews, classroom observations, document files, the researcher’s reflective journals, and recordings of conversations with the mentor. The conclusions of this study are as follows: (1) the role that kindergarten director plays when transforming a curriculum through a kindergarten mentoring program is adjusted in various contexts; (2) kindergarten director may use various channels to solve the problems that arise; and (3) the teaching and administrative competence of the kindergarten director can be enhanced through a kindergarten mentoring program. Finally, this study offers suggestions for kindergartens that conduct curriculum transformation: (1) kindergarten directors and teachers should reach a consensus and provide sufficient support to each other; (2) kindergartens should cooperate in learning communities; (3) kindergartens should transform their curriculum incrementally. The suggestions for educational administrative institutions are (1) planning in-service training courses for developing kindergarten directors’ teaching competence and (2) continuing to offer kindergarten mentoring programs. In addition, this study not only provides relevant suggestions for further research, but also explains our next project.