幼兒園教學團隊建立與發展之研究

Abstract

在環境不斷變遷及市場競爭的情況，幼兒園想永續生存下去，除了有好環境設備、課程與教學也非常重要，其中園長領導對團隊發展有非常大影響。本研究目的為幼兒園園長如何領導與建立教學團隊，包括：課程轉型時期的教學團隊建立與領導及長期教學團隊建立與領導，了解長期教學團隊之發展歷程。本研究採用質性之個案研究法進行實證研究，研究對象為四所幼兒園之園長四位、八位教師，資料蒐集為訪談為主，依據蒐集到的資料作為分析。研究主要發現如下:\n一、教學團隊之發展歷程\n教學團隊之發展歷程分為三個階段:\n1.初期：主要尋找幼兒園的教學模式、願景目標設定。\n2.中期：人事不穩、環境設備不佳、教師專業能力不足。邀請教授入園輔導、課程轉型、研習、共讀、授權。\n3.後期：教師專業能力成長、培育人才、升遷制度、形塑團隊討論文化。\n二、教學團隊之建立與發展\n1.領導者角色、能力與特質：領導者以媽媽角色照顧所有成員；有前瞻思維、溝通與決策能力；特質方面要有愛心、激勵夥伴及熱情等。\n2.理念與願景：依照理念與願景去發展幼兒園課程與教學。\n3.成員招募與甄選：除了符合法定資格外，面試了解教師對園所理念與價值觀。\n4.專業能力培養：研習、教授入園輔導、班群團隊、經驗累積，包容與支持教學。\n5.團隊維持：物質為薪資較高；非物質為教師有發展空間、看到價值、認可學校。\n6.團隊文化塑造與傳承：以「家」概念看待團隊、人才培養及形塑團隊討論文化。

In order for kindergartens to sustain in this constantly changing and competitive environment, besides of good environmental equipment, both curriculum and teaching method play an important role. And, the leadership of principals will have a great influence on the team development. The purpose of this study is to find out how the kindergarten principals can lead and establish a teaching team successfully. This study includes three main parts: the establishment and leadership of the teaching team during the transition period; the establishment and leadership of the long-term teaching team; and to understand the development process of the long-term teaching team. This study used qualitative case study method to conduct empirical research. The research subjects were four principals and eight teachers from four different kindergartens. The data collection was mainly based on interviews while the collected data were used for analysis. The main findings of the study are as follows:\nFirst, the development process of the teaching team\nThe development of the teaching team is divided into three main phases:\n1. Initial stage: Mainly looking for the teaching mode and vision goal setting of the kindergarten.\n2. Interim stage: Unstable personnel, poor environmental equipment, and insufficient professional competence of teachers. Invite professors for counseling, research, co-reading, authorization, and curriculum transformation.\n3. Late stage: Teachers` professional ability to grow, talents cultivation, system promotion, and team discussion culture shaping.\n\nSecond, the establishment and development of the teaching team\n1. Leader role, ability and traits: Leaders play the role of "mother" to take care all members; have forward thinking, communication and decision-making ability; traits must have love, encouragement, enthusiasm and others.\n2. Philosophy and vision: Develop kindergarten curriculum and teaching method in accordance with the philosophy and vision.\n3. Recruitment and selection of members: The interview will understand the teachers` ideas and values in addition to meet the statutory qualifications.\n4. Professional ability training: conference, professor counseling, clustered teamwork, experience accumulation, tolerance and supportive teaching.\n5. Team maintenance: Metal (Higher salary); non-metal (Allows teachers to develop and recognize the value of schools).\n6. Team culture shaping and inheritance: Look at the team based on the concept of "home", cultivate talent and shape team discussion culture.