| Summary: | 碩士 === 國立政治大學 === 幼兒教育所 === 106 === In recent years, teaching quality has come into the spotlight in preschool education.
High quality teaching has a positive effect on children's physical, psychological and
future learning achievement. However, there seems to lack a clear definition of
preschool teaching quality which results to some barriers between preschool teachers
and parents, that limited the possibility to enhance higher quality of teaching. This
study utilized qualitative research method to collect datas from a public kindergarten
in Keelung City by interviewing four preschool teachers and four parents. The datas
were analyzed through open coding, axial coding and selective coding. The results are
as follows:(1) When defining teaching quality， preschool teachers pay more
attentions toward the process quality showing in the classroom while parents pay
more attention toward the structural quality and the outcome quality.(2) Preschool
teachers correlated teaching quality with teaching professionalism while parents
considered preschool teachers as the guarantee to ensure teaching quality and the
outcome behavior of children as the main evaluation standard.
(3) Different cognition between perschool teachers and parents--imbalance between
process quality and outcome quality.
Based on the conclusion, this study provides several suggestions for practical and
other further researches for reference.
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