臺北市特殊優良幼兒教師之生命歷程研究

Abstract

本研究採取生命歷程理論探究三位獲得臺北市特殊優良教師獎（幼兒教育組）之研究對象的特質，以訪談法、觀察法及文件蒐集等方法收集資料，以生命歷程四要素為資料分析的架構。 本研究發現獲獎教師在生命歷程的四要素，個人因素、人際連結、歷史與學校組織文化及時機點，具有相當的共同性，且與其獲獎息息相關。研究對象在個人要素方面有「親和圓融、主動積極、先鋒精神及目標導向」特質；於人際連結要素方面有「掌握各種機會與活動，積極請益學習，建立友善人脈」特質；於歷史與學校組織文化要素方面有「順應歷史潮流，建立願景目標，形成組織文化」特質；於時機點要素方面有「勇於掌握機會，善用儲備之能力建立佳績」特質。本研究另發現台北市優良教師遴選制度強化學校組織文化、教師的人際連結，以及教師書面資料架構整理的能力，有利於研究對象之獲獎。 本研究依據研究發現提出對幼教人員及未來研究的建議。The study adopted life course theory to investigate the traits of three outstanding kindergarten teachers in Taipei. The researcher used in-depth interview survey, observation and document collection methods to gather data. The study was base on the strategy of four elements of life course analysis. The study found out the mutuality of award-winning teachers in four elements of life course analysis such as human agency, linked lives, location in time and place and timing. The award-winning teachers have “affinity and harmony, proactive, pioneer spirit and goal-oriented” traits in human agency element. Besides, the award-winning teachers “always grasp opportunities and activities, actively to ask for learning and establish amicably personal connections”. As for location in time and place element, the award-winning teachers have traits to “accommodate history trend, to build up vision and goals and to develop organizational culture. In timing element, the award-winning teachers “have courage to grasp chances and ability to make good use of reserve to establish success”. The study also found that the accreditation system of outstanding teacher intensified school culture, relationships between teachers, manage data ability. The accreditation system benefited the award-winning teachers to get outstanding teacher award. According to the results, the study made suggestions for kindergarten teachers and future researches.