The Influences for the Career Development of Preschool Teachers Working in Indigenous Areas：The Multiple-case Study of Non-indigenous Preschool Teachers in Wulai

• Main Author: 阮雅潔
• Other Authors: 王雅萍
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/ntgqg4

碩士 === 國立政治大學 === 幼兒教育所 === 103 === The main purpose of this study was exploring the influences for the career development of preschool teachers working in indigenous areas. To understand the career development of preschool teachers, teacher career development factors, the working situation of preschool teachers in indigenous areas, and the influences for the career development of preschool teachers working in indigenous areas through four non-indigenous preschool teachers in Wulai. Hopefully, this study can be a reference to the preschool teachers when they plan their career development or make the career decisions. This study investigated that teacher career development mainly based on the theories of three scholars: the phase theory of Newman, the stage theory of Katz, and the cycle theory of Fessler. Career development factors of preschool teachers were discussed as follows: work content, interpersonal relationship, finance, and culture factors. The working situations of preschool teachers in indigenous areas were discussed as follows: policies and institutions, the profession of preschool teachers, the relationship between preschool teachers and community, and culturally responsive teaching. This study adopted multiple-case study, combined with semi-structured interviews to collect data. The results of this study were summarized as follows: Personality, ambition and family influence teachers' career development. Personality, profession and concerns will affect the model of teacher career development. Interpersonal relations, finance and welfare effect the career decisions of preschool teachers. Working in indigenous areas is related with the preschool teachers’ past experiences. Role conflict and culture identity dominate the effects of culturally responsive teaching.