The Research Construction of Private After-school Childcare Teachers’ Professional Competence Indicators

• Main Authors: Sai-Yuan Chao, 趙偲媛
• Other Authors: Ta-Wei Ku
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/26399946508587049982

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 102 === There are no clear indicators to guide the professionalism that domestic private after-school childcare teachers should possess. This study was committed to develop a set of indicators system imbued with complete structure and suitable for childcare teachers’ professional competence so as to convert the professionalism that childcare teachers should possess into clear and understandable indicators. Operators can also take this professional competence indicator as reference for the standard of future teacher evaluation and improve cram schools’ teaching quality and reputation. Research questions were compiled through literature review, that is, why and how after-school childcare teachers’ professional competence indicators use and evaluate professional competence indicators. Integrating the literature of after-school childcare teachers’ competence construction connotation, researchers sorted out five-level professionalism indicators that after-school childcare teachers must possess, namely, “management, counseling, teaching, professionalism and personal behavior”. The preliminary connotation of after-school childcare teachers’ professional competence indicators was formed after each competence indicator was integrated and classified as shown in the picture. The study adopted modified Delphi technique as the study method and developed the first round of questionnaire through the literature. And the first group of experts was invited to conduct topics discussion and correction for the first time according to the questionnaire; the corrected one was the second round of the questionnaire topics and was re-released in the second round. After the opinions of various experts, childcare teachers and childcare institutions operators were integrated, the third round of the questionnaire framework was compiled for this study to verify the basis of teachers’ professionalism.