The Disturbance and Coping Strategies of Itinerant Teachers of Preschool Education

• Main Authors: Chi-Lan Pao, 鮑繼蘭
• Other Authors: Ta-Yen Wang
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/qx7j9t

碩士 === 國立東華大學 === 幼兒教育學系 === 100 === This research discusses the current situation, perplex, and the response that preschool itinerant teachers have in the implementation of preschool itinerant service in Taipei City. The researcher interviewed 10 preschool itinerant teachers. The research adapted qualitative method and semi-structural interview. The documents were sorted out and generalized the following conclusions: I. The perplex and responding strategies of preschool itinerant service (1) The perplex and responding strategies of the teaching type of preschool itinerant service 1. Fulfill the idea of inclusive education and provide related learning consultant strategies to general preschool teachers. 2. Mainly focus on students’ need to have appropriate direct teaching timing and indirect service. (2) The perplex and the responding strategies of the preschool itinerant service: The teaching strategy related to the preschool itinerant service and IEP should combine with general preschool courses. (3) The perplex and the responding strategies of the service time: The service time of preschool itinerant service should be flexible and meet with students need. (4) The perplex and the responding strategies of the administrative support: Taipei City South Special Education Resource Center is responsible for preschool itinerant service to promote related preschool itinerant service and administrative work, providing good support to the preschool itinerant teachers. II. In the aspect of the preschool itinerant teachers (1) Continue to strengthen the proficiency as the preschool itinerant teachers. (2) If the preschool itinerant teachers have teaching experiences on general preschool classes and special preschool classes, it has advantages on the execution of preschool itinerant consultant. (3) The preschool itinerant teachers should have the qualities of compassion, good self-adjustment, and sensitive. (4)The preschool itinerant teachers should have good communication and corporation abilities.