幼兒園教保實習課程滿意度與專業能力發展之研究：以中部某科技大學幼兒保育系學生為例

A Study on Satisfaction with Early Childhood Practicum Courses and Professional Competency Development: Evidence from Students in the Department of Child Care and Education at a University in Central Taiwan

本研究旨在探討幼兒保育系學生校外實習課程之滿意度、專業能力發展及職涯發展意向，並分析實習制度運作對學生學習成效之影響。研究對象為中部某科技大學幼兒保育系完成第一階段教保實習與第二階段多元實習之學生，共計110人，採問卷調查法進行資料蒐集，以「幼兒保育系學生校外實習滿意度問卷」為研究工具，並運用描述統計進行平均數與標準差分析，輔以開放式意見之內容分析。研究結果顯示，學生對校外實習課程整體滿意度高，各構面平均數多介於4.6至4.8之間。其中，在實習課程規劃、實習輔導與訪視機制、安全維護機制等面向皆呈現高度正向評價，顯示該系實習制度運作成熟且具穩定品質。在實習成效方面，學生普遍認同校外實習能有效提升其專業知識、專業技能及解決實務問題之能力，並對核心能力發展，如幼兒照顧與教育能力、專業態度與倫理，具有顯著正向影響。此外，校外實習亦有助於學生瞭解職場環境、提升就業準備與職場適應能力，惟其對實際任職意願之影響相對較低，顯示實習主要功能在於促進職涯探索與專業認同之形成。綜合研究結果，本研究認為校外實習課程在幼兒教保專業人才培育中具有關鍵功能，建議未來持續強化實習前導機制、深化反思學習設計、優化實習機構媒合與數位輔導支持系統，以提升學生實習學習品質與專業發展成效。本研究結果可作為幼兒保育系實習制度精進與課程規劃之重要參考。

This study aimed to investigate students’satisfaction with the Early Childhood Practicum, professional competency development, and career development intentions among students in the Department of Child Care and Education, as well as to examine the effects of the practicum system on students’learning outcomes. The participants consisted of 110 students from a university in central Taiwan who had completed both the first-stage early childhood practicum and the second-stage diversified practicum. A questionnaire survey method was adopted, using the Satisfaction Questionnaire for Early Childhood Practicum Courses of Early Childhood Care and Education Students as the primary research instrument. Descriptive statistics, including means and standard deviations, were employed for data analysis, supplemented by content analysis of open-ended responses. The findings indicated that students demonstrated a high overall level of satisfaction with the Early Childhood Practicum, with mean scores across most dimensions ranging from 4.6 to 4.8. Among these, dimensions such as practicum course planning, practicum supervision and visitation mechanisms, and safety support systems all received highly positive evaluations, suggesting that the practicum system of the department was well-established and operated with stable quality. Regarding practicum outcomes, students generally agreed that the practicum effectively enhanced their professional knowledge, professional skills, and practical problem-solving abilities. Significant positive effects were also found in core competency development, including the ability to care for and educate young children, as well as professional attitudes and ethics. In addition, the Early Childhood Practicum was found to help students better understand workplace environments, improve employment readiness, and strengthen workplace adaptation abilities. However, its influence on their actual willingness to work at the practicum institution was relatively lower, indicating that the primary function of the practicum lies in facilitating career exploration and the formation of professional identity. Based on the findings, this study suggests that the Early Childhood Practicum plays a crucial role in the cultivation of professional talent in early childhood care and education. It is recommended that future efforts focus on strengthening pre-practicum orientation, deepening reflective learning design, optimizing practicum placement and matching mechanisms, and enhancing digital supervision and support systems to further improve students’practicum learning quality and professional development outcomes. The results of this study may serve as an important reference for the refinement of practicum systems and curriculum planning in departments of early childhood care and education.