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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
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