A Study of Practicing Process According to Cognitive Apprenticeship to Help College Students in Department of Early Childhood Education to Write Teaching Plan

• Main Authors: Huang, Mei-Jhen, 黃美榛
• Other Authors: Hsieh, Mei-Huey
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/89927712916438418273

碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 104 === The study has three viewpoints. First, it aims to express how preschool teachers lead college students to complete consequences of the teaching plan according to Curriculum Guidelines of Preschool Activities. Secondly, it expresses the difficulties and the solutions as college students design activities with the assistances of preschool teachers. Thirdly, in Cognitive Apprenticeship approach, the efficiency and the effect upon the specialty of college students and preschool teachers are emphasized in this paper. The research methodology is semi-structured interviews, and the participants are preschool teachers and the college students in department of the early childhood education. The final conclusion of this paper is that the preschool teachers will teach college students in the methods: modeling, coaching, scaffolding, articulation, reflection and exploration. Consequently, the teachers and the college students solve the problems together. Moreover, Cognitive Apprenticeship approach has the benefits to write the teaching plan of Curriculum Guidelines of Preschool Activities, and to bring the great efficiency of the interdependent relationship for preschool teachers and college students who sharpen their specialty.