| Summary: | 碩士 === 南華大學 === 幼兒教育學系 === 104 === The purpose of the study was to investigate preschool teachers’ difficulties and coping strategies for cooperative teaching in affiliated kindergarten of public elementary schools. Self-developed questionnair, Cooperative Teaching of Preschool Teacher in Kindergarten Questionnaire, was used to collect data. Five hundred fourty-nine valid participantes were from 173 public kindergartens. Cooperative teaching status, difficulties, and coping strategies were anaylized by descriptive statistics, one-way ANOVA, t-test, and posteriori comparisons of Scheffe method.
The major findings are the following:
1. Current situation of cooperative teaching in kindergarten mostly adopts master-follower teaching method and fixed teaching partners.
2. Backgrounds such as age, seniority, education background, professional title, cooperative experience, how to choose cooperative teaching partner, cooperative teaching partner, cooperative teaching partner object, whether has part-time position such as kindergarten leader or director, and kindergarten size, have no statistically significant differences in the difficulties and coping strategic of cooperative teaching implementation. But the difficulties facing the scale have significant difference in “teaching philosophy and common sense.
3. Overall cooperative teaching is of middle-high quality, and the difficulties show with low level of difficulty. Among all levels, “interaction and communication” is at the highest level, “teaching philosophy and common sense” is at the lowest level and shows more difficulties.
4. There is statistically significant differences in difficulties and coping strategic facing cooperative teaching of teaching staffs in different types of kindergartens. The results show that collocative-teaching has fewer difficulties than master-slave teaching and take-turn teaching; yet, collocative-teaching has better coping strategies than master-slave teaching and take-turn teaching.
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