臺北市幼稚園教師專業素養之研究
Abstract
本研究旨在探討幼稚園教師之專業素養，藉由問卷調查法的方式來瞭解幼稚園教師專業素養各層面間之相關情形，探討不同背景變項的幼稚園教師，其專業素養之差異情形；了解專業素養各層面之相關情形以外，並綜合研究成果，提出建議供各幼稚園行政主管、教師及教育行政機關之參考。本研究對象係以臺北市96學年度任教臺北市公、私立國民小學附設幼稚園，現任1,008位合格教師為研究母群體。研究結論如下：
一、幼稚園教師具備人文素養，能尊重與關懷他人。
二、幼稚園教師期以專業能力，營造安全學習環境。
三、幼稚園教師追求教學創新，進行教學改進。
四、幼稚園教師勤於學習資訊科技，提升個人專業知能。
五、幼稚園教師在專業素養上最需專業進修的項目有顯著差異。
六、已婚幼稚園教師對專業素養的認知，高於未婚幼稚園教師。
七、私立幼稚園教師對專業素養的認知高於公立幼稚園教師。
八、不同年齡之幼稚園教師對專業素養各層面未因年齡不同而有顯著差異，年齡越大對於專業素養的認同程度越高。
九、幼稚園教師專業素養的認知，並未因服務年資不同而有顯著差異。
十、幼稚園教師學歷越高其專業素養越高
十一、幼稚園教師對專業素養的認知，未因其擔任職務不同而有顯著差異。
十二、幼稚園教師對專業素養的認知，不因其幼稚園所處位置不同而有顯著差異，只在專業知識層面上有顯著差異。
十三、幼稚園規模越大者，其教師越重視專業素養。
十四、幼稚園教師專業素養各層面間有顯著相關。
The purpose of this thesis is to discuss the professional literacy of Kindergarten teachers. Based on samples from the 1008 qualified teachers in Taipei City of the 96 academic year, the study discuss the correlation between the constructs of the professional literacy of Kindergarten teachers, and the differences between teachers with dissimilar characteristics. The results provided future directions for administration directors of kindergartens, teachers, and administrative organizations of education. The conclusions are as below: 1. Kindergarten teachers have humanism literacy, with which always valued and concerned about others. 2. Based on professional capability, kindergarten can construct a safety learning environment. 3. Kindergarten teachers are those aspire after innovations and improvements of education. 4. Kindergarten teachers are those diligent in learning of information technology and promoting personal professional know-how. 5. There did exist significant difference between the items in need of further professional education of kindergarten teacher’s professional literacy. 6. Kindergarten teacher who had married has higher cognition of professional literacy than those unmarried teachers. 7. Private kindergarten teachers have higher cognition of professional literacy than public kindergarten teachers. 8. Kindergarten teachers with different age did not have significant statistical differences between the cognition of professional literacy, but it seems that elder teachers have higher cognition on professional literacy than younger. 9. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different service seniority. 10. Kindergarten teacher with higher educational background have higher professional literacy. 11. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different positions. 12. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different locations, except for professional knowledge. 13. Kindergarten teacher with larger scale have more stress on professional literacy. 14. There did exist significant statistical difference between the constructs of kindergarten professional literacy
The purpose of this thesis is to discuss the professional literacy of Kindergarten teachers. Based on samples from the 1008 qualified teachers in Taipei City of the 96 academic year, the study discuss the correlation between the constructs of the professional literacy of Kindergarten teachers, and the differences between teachers with dissimilar characteristics. The results provided future directions for administration directors of kindergartens, teachers, and administrative organizations of education. The conclusions are as below: 1. Kindergarten teachers have humanism literacy, with which always valued and concerned about others. 2. Based on professional capability, kindergarten can construct a safety learning environment. 3. Kindergarten teachers are those aspire after innovations and improvements of education. 4. Kindergarten teachers are those diligent in learning of information technology and promoting personal professional know-how. 5. There did exist significant difference between the items in need of further professional education of kindergarten teacher’s professional literacy. 6. Kindergarten teacher who had married has higher cognition of professional literacy than those unmarried teachers. 7. Private kindergarten teachers have higher cognition of professional literacy than public kindergarten teachers. 8. Kindergarten teachers with different age did not have significant statistical differences between the cognition of professional literacy, but it seems that elder teachers have higher cognition on professional literacy than younger. 9. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different service seniority. 10. Kindergarten teacher with higher educational background have higher professional literacy. 11. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different positions. 12. There did not exist significant statistical difference of the cognition of professional literacy between kindergarten teachers with different locations, except for professional knowledge. 13. Kindergarten teacher with larger scale have more stress on professional literacy. 14. There did exist significant statistical difference between the constructs of kindergarten professional literacy
Description
Keywords
專業素養, 幼稚園教師, Professional Literacy, Kindergarten Teacher