Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86838
Title: 蒙特梭利幼稚園初任教師之工作困境與因應策略
Authors: 林育瑋
吳春滿
Keywords: 蒙氏教師
初任教師
工作困境
因應策略
Montessori teacher
Beginning teacher
job problems
applied strategy
Issue Date: 2009
Abstract: 本研究為個案研究,研究參與者為廷廷教師,研究期間為94年8月至97年8月採用訪談、文件蒐集、觀察等方法進行資料的蒐集,資料分析以95年為主,因該年蒐集的研究資料來源豐富多元,分析研究資料所得之結果應較為客觀。 本研究之研究目的有二,如下說明: 一、了解蒙特梭利幼稚園初任教師各方面實際之工作狀況與內容。 二、探討蒙特梭利幼稚園初任教師在初任期間之工作困境與因應策略。 本研究發現如下: 一、廷廷實際之工作狀況與內容 廷廷的工作內容可分為教學、園務行政、親師溝通、幼兒輔導、合班等五大方面;就廷廷教學工作內容與一般教師教學工作內容相較而言,廷廷的工作內容包括一般的教學工作外,還需要設計、操作與示範蒙氏教具以及進行混齡教學;至於其他方面如:園務行政、親師溝通、幼兒輔導、合班等的工作內容差異性並不大。 二、廷廷的工作困境與因應策略 廷廷在教學、園務行政、親師溝通、幼兒輔導、合班等五個方面呈現出不同的工作困擾;然而在面對不同困擾時廷廷所呈現出的因應策略不盡相同,如:面對教學、親師、與幼兒輔導方面,使用積極的因應策略解決問題,例如:尋求合班教師支持、嘗試解決問題、自我調整。與主管的互動和文文老師的互動上使用消極的因應策略,例如:嘴巴碎碎念發洩情緒、文文代班時轉移注意力到其他事務、裝作若無其事。 最後根據上述研究發現,研究者對園方、對師資培育機構、對未來研究者等,提出相關的建議以供參考。 關鍵字:蒙氏教師、初任教師、工作困境、因應策略。
The Job Problems Faced Beginning Teacher in the Montessori Kindergarten and the Applied Strategies Abstract The study was based on a case study. The participant involved was Teacher Ting-ting. The study collected the data through interviews, documents and observation from August in 2005 to August in 2008. The data analysis focused on 2006 for the sources of the data collected in this year was full of variety so as to acquire more objective results. The study was aimed at two purposes as follows; firstly, to comprehend the actual working situations and contents of beginning teacher in Montessori kindergarten. Secondly, to discover the job problems faced beginning teacher in Montessori kindergarten and the applied strategies. The findings of the study were as follows: (I) the actual working situations and contents of Teacher Ting-ting The working contents of Teacher Ting-ting could be divided into five aspects: teaching, kindergarten administration, communication between parents and teachers, young children’s assistance and class combining. Comparing her working contents with other teachers in general, Teacher Ting-ting had to undertake jobs more than teaching. She was also required to design, operate and demonstrate Montessori materials as well as teach classes combined with children in different ages. However, the working contents were not so different in terms of kindergarten administration, communication between parents and teachers, young children’s assistance and class combining. (II) the job problems faced Teacher Ting-ting and her applied strategies Teacher Ting-ting had respective problems in these five aspects, namely teaching, kindergarten administration, communication between parents and teachers, young children’s assistance and class combing. However, faced with various problems, Teacher Ting-ting made use of different applied strategies. For example, she was likely to use active strategies to solve the issues of teaching, communication with parents and young children’s assistance such as seeking colleagues’ support in class combing, attempting to solve issues and self adjusting. When it came to the interaction with her supervisors and Teacher Wen-wen, she tended to use passive strategies such as muttering her dissatisfaction, transferring her attention to other matters when Teacher Wen-wen came as a substitute teacher or pretending nothing had ever happened. The study then made relevant suggestions based on the findings above as a reference for teachers’ training institutions and other researchers in the future. Key words: Montessori teacher, beginning teacher, job problems, applied strategy
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0092062019%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86838
Other Identifiers: GN0092062019
Appears in Collections:學位論文

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