幼兒園教師專業能力指標之建構

Establishing the professional competency indicators of kindergarten teachers

幼兒教育的成功與否，和教師的素質有很直接的關係。師資之良窳，除了由教師的氣質、精神、品格等評定外，亦包括教師之專業知識、技能及態度。因此，稱職的幼兒園教師，除了必須熟知幼兒教育之專業理論，以及富有教育熱誠和理想外，更必須具備良好的教育專業能力與危機處理能力，瞭解如何運用教學方法來指導幼兒適性學習，提高學習效果，並將意外事件發生機率降至最低；當面對危機時能有效地妥善處理，俾能建立安全的學習環境。 本研究先對於教師專業能力的意義、專業能力指標之建構方法進行探討，進而參酌文獻整合提出幼兒園教師專業能力指標建構模式，以及幼兒園教師專業能力指標內涵，最後運用專家效度建構指標之效度，運用層級分析法確立幼兒園教師專業能力指標的權重體系，以作為教師、幼兒園、師資培育機構和主管教育行政機構之參考。

The success of school education is quite directly related to the teachers’ quality. The evaluation of the teachers’ quality contains not only teachers’ temperament, spirit, character, but also teachers’ professional knowledge, skills, and attitude. Hence, the qualified kindergarten teachers shall be equipped with excellent pedagogical and crisis control competencies besides being well acquainted with professional theories, and being of abundant educational enthusiasm and ideals. Moreover, knowing how to apply teaching methods to instruct students, heighten the learning effects and construct safe learning environments. This study explored the meaning of teacher professional competency, and then established the professional competency indicators for kindergarten teachers. Next, this study proposed indicators, which construct methods of professional competency, and developed the indicators system of professional competency for kindergarten teachers. Lastly, this study utilized the methods of export judgment and AHP to confirm the weight of the indicators system of professional competency for kindergarten teachers. The findings of this study, which was about a four tiered framework, including teaching, council, service and professional are linked to the professional competencies. The indicators system of professional competency for kindergarten teachers may be used as a reference for kindergarten teachers, teacher training institutes, administration agency, and educational researchers.