2戴文青-教育.indd

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1 P. Freire P. Freire P. Freire 1 1

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9 27 Freire, Freire, Freire, Freire 2000 Freire Freire 2000 / Freire 2000 Freire Freire 2000 conscientization Freire

10 28 humanization Freire vocation Freire Freire political Freire 2000 Pedagogy of Freedom Freire Freire Freire Freire epistemological curiosity Freire Freire

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22 ht t p:// du.t w/edu_web/edu_mgt/ ACCOUNTING/EDUTING001/acc/index.htm? TYPE=1&UNITID=9&CATEGORYID=326&FILEI D= (1996) Freire, P / 2000.Pedagogy of Oppressed: 30fh anniversary edition. New York: Continuum Freire, P Pedagogy of Freedom: Ethic, Democracy, and Civic Courage. New York: Rowman & Littlefield Pub. Inc :

24 42 The Possibility of Transforming Preschool Teachers Professional Identity in Taiwan A Perspective from Deep Structure National Chenchi University Department of Education Ph.D student Abstracts This paper attempts to explain the alienation in preschool classrooms in terms of the critical pedagogy of P. Freire. It, on one hand, analyzes the professional identity of preschool teachers, taking the historical/cultural and social context into consideration. The analysis reflects the change in the population structures of preschoolers, the curriculum in teacher education, the organization of educational administration, the rules and the regulations, the educational budget, and the personal organization of preschools. On the other hand, this paper explores the possibility of transforming preschool teachers professional identity through P.Freire s views about human beings, education and teacher s role. The paper also makes some suggestions about regaining professional status of preschool teachers, and achieving the core objectives of critical pedagogy, i.e. the empowerment of individuality and society. Key word: Critical Pedagogy P. Freire Educarer Preschool Teacher Kindergartner Professional Identity

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