A Research on the Connection between the Kindergarten Teacher's Professional Development and Teaching Innovations in the Kinmen Area
| Autor: | Chun-Chin Chen, 陳春琴 |
|---|---|
| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 This research aims to explore the present circumstance of the kindergarten teacher’s professional development and teaching innovations in the Kinmen Area, the difference in the professional development of the kindergarten teacher with different background, the difference in the teaching innovations of the kindergarten teacher with different background, and the connection between the kindergarten teacher’s professional development and teaching innovations in the Kinmen Area. This research is carried out on the basis of literature analysis and questionnaire surveys. I undertake the literature analysis of the theories on the professional development and teaching innovations, and I devised the “Questionnaire of the Kindergarten Teacher’s Professional Development and Teaching Innovations in the Kinmen Area” to understand the connections of the teacher’s professional development and teaching innovations. I also devised the “Questionnaire on Children’s Learning for Parents” as one of the research tools to understand how parents are satisfied with their children’s studies in the kindergarten. 107 valid questionnaires were recollected out of the 112 issued to the kindergarten teachers, with the response rate of 95.5%; 161 valid questionnaires were recollected out of the 165 issued to the parents, with the response rate of 97.5%. The survey data were processed by the means of the average, standard deviation, t test, one-way ANOVA, Scheffe’s method, Pearson’s product-moment correlateon study, and the following conclusions were reached: Firstly, the kindergarten teachers at the Kinmen area collectively have a higher rate of professional development, with the highest quality of and the lowest difficulty in professional development. This development is tied to their professional background, the number of the kindergarten classes, the different types of their participatory professional development and teaching innovations. There are no significant influences caused by their age, the reasons they teach in Kinmen, years of service, their highest educational degree, and identity. Second, the kindergarten teachers at the Kinmen area collectively have higher degree of teaching innovations, with the highest innovative teaching dimensions, and the lowest possession of current trends of knowledge. These innovations are related to age, professional background, the number of the kindergarten classes, and their years of service. There are no significant influences caused by the reasons they teach in Kinmen, their identity, highest educational degree, and the different types of their participatory professional development and teaching innovations. Third, there is a general standard achievement in children’s learning in the Kinmen area, with the highest rate of the general performance in children’s learning, and with the lowest rate in life education. Fourth, there is a positive connection between the kindergarten teacher’s professional development and teaching innovations as a whole in the Kinmen area. A few concrete suggestions are proposed as the following based on the results of this research: Firstly, it is advisable to adjust the contents of professional development and teaching innovations, with annual evaluation of profession development. Programs for professional development and teaching innovations should be offered to the kindergarten teachers based on their professional background. Second, the programs should be organized systematically to enhance the quality of the workshops by avoiding too intensive workshops on weekends and holidays. Third, evaluations of the professional development should be carried out for the teachers taking part in the workshops. The effects of should be monitored, and model teachers should be commended. Fourth, the kindergartens should organize workshops for the teachers to enhance their professional knowledge of children education and to equip them with the ability to handle children accidents. They should also establish health centers for the prevention of accidents, and the reporting system for accidents in school. Fifth, the dimension of children’s learning effects should be incorporated into the implementation of the teaching innovations. The teachers should pay more attention to children’s ability to control their temper, to their development of self-confidence, the ability of oral communication, and reading literacy. Sixth, a more comprehensive set of research tools and methods that focus on the quality and quantity is need to evaluate the teacher’s teaching innovations, and to get more involved in the teaching scenes by in-depth interviews, observations, audio and video recordings, and reflection records. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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