幼兒園教保專業倫理信念及其班級經營實踐之研究

A Study of Early Childhood Educators' Belief in Professional Ethics and Practices of Class Management

本研究旨在探討教保服務人員專業倫理信念及其班級經營教學實務之研究。研究對象為四位分別任教於中部縣市之公、私立幼兒園教保服務人員。採取質性研究取向，以敘說訪談為主要資料蒐集方式，同時研究者輔以觀察者之參與角色對其班級經營相關文件進行資料蒐集之工作。研究結果分成三部分：首先，教保服務人員所持專業倫理信念的內涵包括四個層面（1）對幼兒講求「尊重」和「溝通」；（2）家長是重要的合作夥伴；（3）與同事互動要適時溝通（4）建立與社區互動關係。其次，形成教保服務人員專業倫理信念即包含個人因素、專業養成教育以及職場環境之相關因素。其三，以專業倫理的精神和信念，引導班級經營運作的行動，具有正確、清楚之理念，了解其理論與哲學意涵，並體認教學之責任和角色，形成班級經營的教學策略。最後，根據研究結果提出建議供幼兒園、教保服務人員、幼教保師資培育及後續研究之參考。

The purpose of this study was to investigate early childhood educators' beliefs in professional ethics and class management practices. The subjects were four early childhood educators currently working in public or private preschools in Central Taiwan. Based on a qualitative approach, data were collected mainly by narrative interview with the subjects and participant observation of their class management. Three major findings were obtained. First, the early childhood educators' beliefs in professional ethics could be summarized into four points: (1) ＂respect＂ and ＂fair＂ are important in education of young children; (2) parents are important partners; (3) adequate communication is necessary in the interaction with colleagues; (4) establish an interactive relationship with the community. Second, the development of professional ethics beliefs in the early childhood educators was affected by individual factors, professional education, and workplace related factors. Third, the educators' class management practices were guided by their spirit of and beliefs in professional ethics. They had correct and clear ideas about class management and could therefore understand the theories and philosophical implications behind it, fulfill their responsibility and role in education, and formulate strategies for class management. Finally, based on these findings, this study provided some suggestions to preschool, early childhood educators, preschool teacher training institutions, and future researchers.