臺籍幼兒華語教師於新加坡學前教育機構教學經驗與困境之敘說

The Narratives of Teaching Experience and Difficulties of Taiwanese Preschool Chinese Language Teachers in Singapore

本研究使用質性取向之敘事研究進行探究，探討新加坡學前教育機構任教的臺籍幼兒華語教師在新加坡任教之經驗與困境。本研究邀請六位為臺灣國籍於新加坡教學年資介於二至五年之幼兒華語教師，進行半結構式訪談。本研究歸納六位臺籍幼兒華語教師的個別經驗與其異同。本研究六位臺籍幼兒華語教師在教學方面，面臨到四項困境，包括：教學模式、幼兒方面、華語教學，及紙本作業方面。除此之外，工作場域也有面臨人際互動的困境，包括：面對於校長、幼兒教師以及家長之間的溝通問題。分析六位臺籍幼兒華語教師的任教困境之異同處，包括了工作時長與內容、教導幼兒之困難以及校長給予之壓力等三個部分。最後，本研究根據分析結果提出反思與建議，以供未來想到新加坡學前教育機構任教之幼兒華語教師、新加坡學前教育機構之主管單位以及未來進行相關研究者提供建議。

This study used qualitative narrative research to explore the experiences and difficulties of Chinese language teachers who were Taiwan nationals and taught in preschools in Singapore. Six Chinese language teachers of Taiwanese nationality who had been teaching in Singapore for two to five years were invited to participate in semi-structured interviews. The study summarized the individual experiences and similarities and differences among the six Taiwanese preschool Chinese language teachers. In the study, the six Taiwanese children's Chinese teachers faced four dilemmas in teaching, including teaching models, children's aspects, Chinese language teaching, and paper-based homework. Additionally, the participants also faced the dilemma of interpersonal interaction, including communication between principals, preschool teachers, and parents at workplace. The differences and similarities in instructional obstacles between the participants included three parts: the length and content of work, the difficulties in teaching young children, and the pressure given by the principal. Finally, based on the findings, the study proposed reflections and suggestions for future Chinese language teachers who wand to teach in preschools in Singapore, the governing authority of preschool education institutions in Singapore, and future researchers.