The Professional Development of a Preschool Educator-A Case of Differentiate Teaching in the Mixed-age Pre-school Class

• Main Authors: CHUANG, YI-HSUAN, 莊怡萱
• Other Authors: LU, CHING-YING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/rwegad

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 106 === 　　The study aims to investigate the instructional process of a preschool educator implementing age-segregated teaching in a mixed-age class, and to understand her difficulties and research in the professional development process. The study used qualitative research method and collected data through in-depth interviews, observations, journals, archives, and other methods. 　　This study discovered that learning is a continuous process, and teachers should continue improving themselves. Teachers turn to be guides from instructors and help children develop their ability of problem solving from life experiences. When age-segregated teaching is implemented, teachers can be keenly aware of children’s needs and abilities, and adjust teaching method to help children according to individual differences. The writing of daily journal promotes the advancement of teaching practice. Co-reading of picture book through the dialogue strategy fosters the development of children's language skills. In the process of pursuing professional development, teachers can have reflection by others teaching. Integrating board games into teaching enhances professional development of teachers. 　　Based on the above findings, the researcher proposed further suggestions as references for educators and future researchers. The suggestions are summarized as to encourage teachers to establish learning-type partnerships, improve teachers' learning environment, supply qualified teachers, build up an effective communication channel and establish a cooperative relationship between teachers and parents.