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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101883

    Title: 私立課後托育教師專業能力指標建構之研究
    Other Titles: The research construction of private after-school childcare teachers' professional competence indicators
    Authors: 趙偲媛;Chao, Sai-Yuan
    Contributors: 淡江大學教育科技學系碩士在職專班
    顧大維;Ku, Ta-Wei
    Keywords: 課後托育教師;專業能力;指標;After-school childcare teachers;Professional Competence;Indicator
    Date: 2014
    Issue Date: 2015-05-04 09:20:27 (UTC+8)
    Abstract: 在國內緊湊的升學壓力下,忙碌的課後輔導活動,儼然已成為每位學童課後的行程表之一,而現代家長工作繁忙,無法在課後接送學童及輔導學校功課,因此課後托育輔導便產生。而課後托育中心主要成功因素,在於是否可符合家長的要求。而優良的教師及專業輔導,也成為家長選擇的重要條件。因此如何永續經營,關鍵在於教師的專業化培養。
    There are no clear indicators to guide the professionalism that domestic private after-school childcare teachers should possess. This study was committed to develop a set of indicators system imbued with complete structure and suitable for childcare teachers’ professional competence so as to convert the professionalism that childcare teachers should possess into clear and understandable indicators. Operators can also take this professional competence indicator as reference for the standard of future teacher evaluation and improve cram schools’ teaching quality and reputation. Research questions were compiled through literature review, that is, why and how after-school childcare teachers’ professional competence indicators use and evaluate professional competence indicators. Integrating the literature of after-school childcare teachers’ competence construction connotation, researchers sorted out five-level professionalism indicators that after-school childcare teachers must possess, namely, “management, counseling, teaching, professionalism and personal behavior”. The preliminary connotation of after-school childcare teachers’ professional competence indicators was formed after each competence indicator was integrated and classified as shown in the picture.
    The study adopted modified Delphi technique as the study method and developed the first round of questionnaire through the literature. And the first group of experts was invited to conduct topics discussion and correction for the first time according to the questionnaire; the corrected one was the second round of the questionnaire topics and was re-released in the second round. After the opinions of various experts, childcare teachers and childcare institutions operators were integrated, the third round of the questionnaire framework was compiled for this study to verify the basis of teachers’ professionalism.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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