英文摘要 |
Case method is a teaching method that centers on cases. It provides an authentic scenario for learners to explore the problems that they might face in teaching under the guidance of instructor. Through extensive discussions, interactions, analyses, and thinking of the cases with peers and the instructor, case method also enables the learners to build up their capabilities in problem-solving, integrating practical and theoretical knowledge, as well as constructing their personal teaching theories. Case method is not only significant to pre-service teacher education but also beneficial to professional development of in-service teachers.In view of the lack of teaching cases for early childhood education in Taiwan, the researcher formed a research team to produce teaching cases of early childhood education between April and December of 2005. After conducting in-depth interviews with incumbent kindergarten teachers, the research team engaged in group discussions, clarified viewpoints, put together teaching cases, and proposed guidelines for discussion. Interdisciplinary experts (early childhood education and psychology and counseling experts) were later invited to produce analyses on the teaching cases.Twelve early childhood teachers were involved in providing information for the teaching cases while the research team was responsible for writing up the teaching cases. Each teacher was interviewed several times during the research. To ensure the integrity of data collection and fully understand the history, thoughts, and difficult points of each event handled by each teacher, every interview was carried out by two research team members. Afterwards, the research team would produce a verbatim report of the interview and asked the interviewee to verify and modify the written report to ensure the authenticity, readability, and genuine reflection of the thoughts and difficult points of the interviewee. Eventually, each teaching case was analyzed and commented by two early childhood education experts and two psychology and counseling experts in order to provide an opportunity for case readers to reflect on the case, to broaden the vision of student teachers and incumbent teachers, and encourage everyone to think from different perspectives.The researcher expects to draw the attention of the early childhood education teacher educators to the significance of case method in teacher education and encourage them to actually adopt it in teacher training. It is also expected that early childhood education practitioners will be willing to pass on their stories of teaching to other early childhood education professionals so as to allow them to have a better understanding of early childhood education practices and build up a bridge between theories and practices through sharing and discussion on the teaching cases. |