| Summary: | 碩士 === 國立臺北大學 === 社會學系 === 106 === In order to clarify critical issues after implementation of the “Integration of Kindergartens and Nursery Schools” (IKNS), this study interviewed 15 preschool educators in 6 public preschools in the New Taipei City, with questions about their work practices and work-identities. The differences between ideal and reality, as well as the influences of IKNS on preschool educators in terms of division of work and self-recognition on the job, are the issues of interest in this study.
The analysis reveals: 1. Adopting the traditional ways of taking shifts on class management, the teachers and educare givers are taking turns doing the same thing at work; 2. It is difficult to differentiate education from educare in the practices; 3. Neither preschool teachers and educare givers in affiliated preschools nor those in independent preschools intend to establish a division of labor between them; 4. The work identity of all kinds of educarers, either preschool teachers or educare givers, are affected by IKNS. Because of undefined work content and the lower salary and status in the childcare institution, the educare givers are hard to construct a positive identity toward their job.
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