鄉立幼兒園教保服務人員專業成長之自我敘說探究

NHUIR > College of Humanities > Department of Early Childhood Education > Disserations and Theses > Item 987654321/29679

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Title:	鄉立幼兒園教保服務人員專業成長之自我敘說探究
Other Titles:	A Self-Narrative Inquiry into the Professional Growth of a Preschool Educator in a Rural Kindergarten
Authors:	方許萍 FANG, SYU-PING
Contributors:	幼兒教育學系李坤崇;張筱雯 LI, KUN-CHUNG;CHANG, HSIAO-WEN
Keywords:	鄉立幼兒園;教保服務人員;專業成長;自我敘說探究 rural kindergarten;preschool educator;Professional Growth;Self-Narrative Inquiry
Date:	2023
Issue Date:	2023-11-09 13:10:45 (UTC+8)
Abstract:	本研究旨在探究ㄧ位鄉立幼兒園教保服務人員的28年職涯發展歷程，解析各階段之發展經驗、心路歷程與角色間的轉換，凝聚、反思專業成長體驗，並提出對教保服務人員及機構的建議。　　採取自我敘說研究法，先回顧生命歷程中的深刻事件和經驗，次進行資料的搜集、審視、編輯和詮釋，後將生命經驗脈絡化。敘說的歷程是以研究者的教保服務人員生涯為分水嶺來區分成職前階段、在職階段與現階段，職前階段包括成長背景與求學歷程，在職階段分為任教1-10年、11-20年、21-至今的三個階段，現階段包括研究所進修和擔任行政組長職務。　　本研究結果發現：一、職前階段研究者在童年及求學歷程中，受到家庭背景、求學歷程及各項經驗累積等因素的影響，進而確立了從事幼教工作的意願，為其日後職業發展打下基礎；二、在職階段研究者透過不斷進修、觀摩、經營班級及教育實務等方式，積極提升自我專業素養及態度，並且逐漸形塑出自己的教育價值觀和角色認同。三、現階段透過研究所進修及行政組長的角色扮演，再度挑戰自我持續追求專業成長，並開拓了新的專業領域。　　最後，研究者針對教保服務人員、主管機關、新鮮人以及對未來的研究提出建議，透過這些建議，以期對教育實務與未來研究提供參考，更好地理解幼兒教育的重要性，並在實際工作中付諸實行，以期創造出更加優質的教育環境，讓幼兒們在更完善的教育體系下茁壯成長，為社會的未來貢獻一份力量。　　This study aims to explore the career development of a preschool educator in a rural kindergarten through a self-narrative inquiry, analyzing the developmental experiences, mental journey, and role transitions in various stages, as well as reflecting on professional growth experiences and providing suggestions for preschool educators and institutions.　　Employing a self-narrative inquiry research method, the study starts with a review of significant events and experiences in the subject's life, followed by data collection, examination, editing, and interpretation, and ultimately contextualizing life experiences. The narrative process is divided into three stages: pre-service, in-service, and current, based on the researcher's career in preschool education. The pre-service stage includes the subject's background and education process, while the in-service stage is divided into three phases: teaching for 1-10 years, 11-20 years, and 21 years to present. The current stage consists of graduate studies and serving as an administrative leader.　　The findings reveal that: 1) during the pre-service stage, the researcher's childhood and educational experiences were influenced by family background, educational history, and various accumulated experiences, leading to the determination to pursue a career in early childhood education and laying the foundation for future professional development; 2) during the in-service stage, the subject improved their professional competence and attitude through continuous learning, observation, classroom management, and educational practice, gradually shaping their educational values and role identity; 3) in the current stage, the subject challenges themselves to pursue professional growth through graduate studies and the role of administrative leader, and expands into new professional areas.　　Finally, the researcher offers suggestions for preschool educators, supervisory authorities, newcomers, and future research. Through these suggestions, the study hopes to provide a reference for educational practice and future research, better understand the importance of early childhood education, and implement these ideas in actual work, aiming to create a high-quality educational environment that allows children to thrive in a more comprehensive education system and contribute to the future of society.
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