Teacher Supervisory Practices of a Preschool Child Class Teacher Supervisor

• Main Author: 沈玉潔
• Other Authors: 林麗卿
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/44257341124866680438

碩士 === 國立新竹教育大學 === 人資處幼稚園教師教學碩士班 === 100 === The purpose of this research is to explore the teacher supervisory methods of a preschool child class teacher supervisor in promoting preschool child class teachers’ practices, the challenges and difficulties she encountered and how she coped with these challenges. This research is a case study based mainly but not solely on the supervision experiences between a kindergarten teacher and me as a teacher supervisor. Data collection was conducted through observations, interviews, and document-collection. There are two major types of teacher supervisory methods for preschool child class teacher supervisor: out-of-class supervision and in-class supervision. Out-of-class supervisory strategies involve: 1. supervision through communication; 2. providing early childhood education materials and resources; and 3. organizing professional development conferences and workshops for preschool child class teachers. In-class supervisory strategies involve: 1. classroom observations and feedbacks; 2. participatory teacher supervision; 3. supervisory meetings; and 4. follow-up supervision. The five major difficulties of preschool child class teacher supervision are related to: 1. administrative coordination; 2. heavy responsibility for supervisory tasks; 3. professional abilities of the supervisor; 4. institutional circumstances of the kindergartens; and 5. the outer educational environment and context. The teacher supervisor had to try to address these five challenges and find solutions and strategies to cope with them. According to the above research findings, this study proposes eight suggestions for preschool child class teacher supervisors, administrative offices, and future study.