專業發展計畫書做為一種教學活動—以四個幼教生的學習經驗為例

The Experiences of Four Students of Early Childhood Education: Professional Development Plans

目前臺灣高等教育系所評鑑的過程中，期待系所能夠對學生的學習能力與未來就業有更多的輔導，因此瞭解大學生如何實現自我理想與規劃專業發展之經驗有其重要性。本研究旨在探討四位幼教系大二學生在專業發展計畫書活動中的經驗，以及暸解其專業發展計畫書的內容。本研究主要採用質性個案研究，研究時間為期一年；研究者蒐集與分析學生之專業發展計畫書與半結構式訪談內容。研究結果得知學生對專業的認識、規劃內容、及在此學習活動中的經驗，經驗包括七個主題：一、實踐計畫的歷程能夠增進自我省思與解決問題的能力；二、開始思考自我的未來；三、目標實踐過程中增進了同儕之間的人際關係能力；四、專業發展計畫的進行帶來成就感；五、無法掌握課業方面的時間規劃；六、年初缺乏對目標設定的確定性，以及七、同儕在專業發展上的激勵。根據研究發現，最後研究者提出討論、建議與省思。

In higher education, a great deal of attention has been paid to the opportunities departments offer to foster the learning and career planing abilities of students. Therefore, it is important to explore the means by which college students realize their personal goals and experiences in planning their professional development. The purpose of this study was to explore the experiences of four sophomores majoring in early childhood education in developing plans and using the content of their plans over the period of a year. The data in this study was collected and analyzed through semi-structured interviews and from the writings of students regarding professional development plans. The research findings included the understanding students had of professionalism, the content of their plans and their learning experiences. Seven major themes related to their experiences emerged: (1) plans help students to become reflective of their goals and increase their problem solving ability; (2) plans play an important role in the students' ability to plan for the future; (3) plans enhance the interpersonal relationships with peers; (4) plans bring a sense of fulfillment; (5) students find time management a difficult task; (6) students lack confidence in their planning objectives in the beginning; and (7) encouragement from peers helps students to complete activities. Based on the research findings, recommendations for future implementation and the reflections of the researcher are provided.