| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === This study aims to explore the problems and strategies of target preschool educators’ professional growth. This researcher conducted the study by using the qualitative case study method, and collected data through observation, interviews, and review of documents. The technique of triangulation was adopted to provide multiple perspectives for analyzing the data. The findings are as follows:
I. The data reveals that the target preschool educators’ professional growth distresses and strategies include: 1. School administration and resource novices--providing mentorship, New Teachers Arrival Program; 2. Lack of curriculum mode of operation--to build teaching portfolios and Cloud knowledge database; 3. Insufficient information of work responsibilities and operation flow —to establish job responsibilities and SOP manual; 4. Lack of parent-teacher communication skills --to provide communication strategies; 5. Lack of classroom computer and schedule conflict--setting computer equipment and daily log; 6. Teacher coordination-- lunch break and after school supervisor; 7. Change in curriculum model--to organize a reading club, professor’s mentoring, teaching reflection, Seed teachers for theme teaching; 8. Conflict between work and family—to adjust the schedule and way of staff development, teacher’s configuration; 9. Lack of teaching resources, to provide adequate teaching resources and recruit art teachers; 10. Mentoring meeting--consulting collaboration time, mentorship observation and discussion for individual class; 11. Emotion and pressure, organize leisure activities to relieve the teachers’ pressure.
II. The target preschool educators’ professional growth mentoring mechanism include: New Teachers Arrival Program, mentorship, class management, parent-teacher communication, writing skills, Cloud knowledge database, teaching seminars, professor’s mentoring, reflection, seed teachers for theme teaching, classroom observation and in-service education, a reading group, curriculum documentation sharing, recruit school art teachers; organize leisure activities to relieve the teachers’ pressure.
According to the findings, the present study proposes the suggestions for the target preschool, preschools, and the future researches.
Keywords: Professional growth, Mentoring mechanism, Preschool educators
|
|---|
