| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 102 === This study aimed to explore the content and development of public preschool substitute teachers’ teaching belief and problems they would encounter during their
practice and the responding measures. The research method adopted by this study is the case study method. The research subjects are 3 public preschool substitute teachers with 5 years of teaching experiences. The data were collected through interviews. The findings of this study are summarized into the 7 conclusions below:
1.The substitute teachers' curriculum design and use of teaching aids were not necessarily consistent with the content
of their designed.
2.The substitute teachers valued their interactive relationships with their peers, children, and children's parents and
often responded by giving in and looking for a peaceful solution when encountering conflicting opinions.
3.The substitute teachers' changes in and practices of their teaching belief were under various influences and there
were a lot of differences in the content.
4.The substitute teachers were different in the aspect of teaching practices due to the influences of preschool
features, parents' expectation and communications with parents, partner teachers, and perception of their roles.
5.There was an important influence of the substitute teachers' expectation regarding their self-perceived roles on the
development of their teaching belief.
6.There were many difficulties in the substitute teachers' interactions with their peer teachers. Plus limitations they
placed on their roles, it was very likely that they would become exhausted in teaching.
7.The planning of the beginning and the end of the substitute teachers' employment periods was not completely
reasonable, which was not good for curriculum integration and would directly influence the quality of the education
for children they offered.
As for suggestions, based on the previous conclusions, this study proposed a total of 9 advices according to the 4 aspects: substitute teachers, teachers, educational administrative institutions, and follow-up researchers.
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