| Summary: | 碩士 === 國立臺北護理健康大學 === 嬰幼兒保育研究所 === 107 === ABSTRACT
Adopted narrative as research method, the researcher analyzes the resources of how the curriculum leader improves professional development in preschool from 104-106 academic years. Meanwhile, the researcher analyzes the resources by self-positioning as both narrative researcher and narrative analyst. Through curriculum leader’s unswerving heart and the progress of professional development of preschool teachers, the researcher finds the ongoing strength from narrative research which can change the sustainable problems in workplace. The conclusions of this narrative research are: (1) The feedback of preschool teachers’ development encouraged by curriculum leader. The researcher believes that effort creates achievement, persistence makes progress. (2) The strategy and implement in problem solving— find the strategy to develop professional skills throughout preschool. The researcher returns to the essence of story in narrative research, and find possible solution. (3) The effectiveness of professional development carry-out. The researcher throwbacks to the narrative research in order to find the ways to fit in the ongoing professional development and survival crisis. Through curriculum leader guiding preschool teachers developing professional skills, they can both build up the track and process of progress learning and march forward to professional development together.
Keywords:Curriculum Leader、Professional Development、Narrative Research
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