| 摘要: | 本研究旨在建構幼兒園教保員專業素養指標，經由相關法規、文獻探討及以半結構式訪談三位實務經營管理者的內容，擬定為本指標之初擬架構。本研究採傳統德菲法，指標問卷內容效度審查由三位學者組成的德菲專家進行，以編製德菲法調查問卷。後續，邀請十二位相關領域之產業實務專家、相關政府行政官員、教育學者組成德菲問卷調查專家，經三回合德菲法問卷調查並取得共識，建構出幼兒園教保員專業素養指標。
本研究共獲得五項結論如下：
一、幼兒園教保員專業素養指標包含三個層面、十一個指標構面與四十一個指標細項。
二、幼兒園教保員專業素養指標包含專業知識、專業態度及專業技能等三個層面。
三、專業知識層面包括幼兒發展、兒童福利、親職教育三個指標構面及其九個指標細項。
四、專業態度層面包括持續進修及倫理規範兩個指標構面及其九個指標細項。
五、專業技能層面包括教保活動、健康照護、課室經營、環境規劃與營造、行為觀察與輔導及行政能力六個指標構面及其二十三個指標細項。
最後根據研究結果提出具體建議，作為幼兒園教保員專業素養評鑑與人才培訓與後續研究之參考。
The purpose of this study is to construct the professional competency indicators of preschool educare givers. Through the related laws and regulations, literature discussion and semi-structured interview with three practical managers, the preliminary framework of this index is drawn up. This study adopts the traditional Delphi method, and the content validity of the index questionnaire is examined by a Delphi expert composed of three scholars to prepare the Delphi method questionnaire. In the follow-up, we invited twelve early education practice experts, relevant government officials and educational scholars to form a Delphi questionnaire survey expert. After three rounds of Delphi questionnaire survey and consensus, we constructed the professional competency indicators of preschool educare givers.
There are five conclusions of this study as follows:
First, indicators of preschool educare givers' professional quality include three levels, eleven index dimensions and forty-one particulars.
Second, indicators of preschool educare givers' professional quality include professional knowledge, professional attitude and professional skills.
Third, the level of professional knowledge includes three indicator aspects of early childhood development, children's welfare and parenting education and nine particulars indicator.
Fourth, the level of professional attitude includes two index dimensions of continuing education and ethical norms and nine particulars indicator.
Fifth, the level of professional skills includes six index dimensions and twenty-three particulars indicator, including teaching and health care, classroom management, environmental planning and construction, behavior observation and guidance, and administrative.
Finally, according to the results of the study, specific suggestions are put forward, which can be used as a reference for the professional quality evaluation and talent training of preschool educare givers and the follow-up research. |
