The Implementation of Taiwanese Teaching and Teacher Self-efficacy by Preschool Teachers in Kaohsiung City

• Main Authors: LIN, YI-HSIN, 林逸欣
• Other Authors: HSIEH, FEI-HAN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9fh2t3

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 107 === 　　The study aims to explore the implementation of Taiwanese teaching and teacher self-efficacy by preschool teachers in Kaohsiung City. The main research purposes are as follows: First, To investigate the current situation of Taiwanese teaching by preschool teachers in Kaohsiung City. Second, understand the self-efficacy of preschool teachers in Kaohsiung City. Third, to explore the impact of different personal backgrounds and the current situation of Taiwanese teaching on the self-efficacy of preschool teachers in Kaohsiung City. 　　This study adopts the questionnaire survey method, which is targeted at 114 Kaohsiung public preschool teachers. According to the literature, the self-made questionnaires are developed to understand the current situation of Taiwanese teaching by preschool teachers in Kaohsiung City and the self-efficacy of teachers. The research results are as follows: 1.Current situation of preschool teachers in Kaohsiung City implementing the teaching of Taiwanese. (1) More than 60% of teachers have not participated in more than 36 hours of study or training in Taiwanese. (2) More than 80% of teachers did not hold the Taiwanese certification. (3) Nowadays, Kaohsiung City's Taiwanese teaching implementation method is more immersive. (4) Teachers use the most widely used textbooks for the sale of Taiwanese. The most important basis for their selection is "living" and "lively and interesting". (5) On average, teachers use 4-5 strategies to diversify the teaching of Taiwanese. The most commonly used strategies are "to sing" and "talk to children". (6) Teachers believe that the most important goal of children's ability in the teaching of Taiwanese is to be able to apply language in life. (7) "Teachers are not accustomed to using Taiwanese teaching", "Children and parents have a huge gap in their ability to speak Taiwanese", "The school has a poor environment in Taiwanese, and the teaching resources are insufficient". The most difficult problem for preschool teachers to implement Taiwanese teaching . 2.The overall self-efficacy of teachers is moderately good. In terms of the two dimensions of self-efficacy, teachers' general teaching effectiveness is higher than individual teaching effectiveness. 3.The self-efficacy of teachers in different personal backgrounds and the current situation of the Taiwanese teaching has not reached significant differences. 　　Finally, based on the research results, specific recommendations are provided for educational administrative units, preschool, teachers' teaching and future research. The period can be helpful for the future implementation of Minnan language teaching and follow-up research.