Professional Development of a Kindergarten Teacher Who Implemented Project Approach in Her Class Ching-Ying Lu* Abstract This study describes the prof

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2 Professional Development of a Kindergarten Teacher Who Implemented Project Approach in Her Class Ching-Ying Lu* Abstract This study describes the professional development of a kindergarten teacher who implemented Project Approach in her class. Qualitative research methods were used to analyze field notes, reflective journals, in-depth interviews, and documental data. Findings indicate that the growth in education and work became the foundation for the professional development of the teacher. She made improvement and accumulated experiences in teaching as she wrote reflective journals. She and her friends grouped as a teacher community. They met periodically discussing and sharing ideas that encouraged them to refined their teaching methods. The teacher realized that in order to provide what children s needs, she had to observe them carefully. She also revised teaching perspectives throughout the study as she took for granted before.. Key words: Professional Development; Project Approach; Qualitative Research *Ching-Ying Lu: Associate Professor, Department of Early Childhood Education, National Pingtung Teachers College

3 ( Reggio Emilia ( 2000) ( 1995) ( 1996) ( 2001) ( 2002) ( 2002) 91 ( ) (Lu, 1998)

4 (Professional Development) (Project Approach) Zumeta Solomon( 1986) (p. 2) ( 1997) (1) (2) (3)

5 William Ayers( 1999) (1996) 43 Ayers (2003) 70 Ayers (230 )

6 (Kelchtermans & Vanderberghe, ) (1997) (Constructivism) (Radical Constructivism) (Social Constructivism) Vygotsky (Teaching Portfolio) ( ) ( 2003)Loughran Corrigan(1995) (process) (product) Green Smyser(1996) (1) (2) (3) (4)

7 (5) (6) (7) (Bailey, 1997) (Project) Katz Chard (Project Approach) (Reggio Emila) () (Project Approach) (Project Approach)Katz Chard(1989) Engaging Children s Minds: The Project Approach (Katz & Chard1989) Katz Chard(1989) ( )

8 () (Reggio Emilia) 10 Reggio Emilia (New, 1990; Trepanier-Street, 1993) Reggio Emilia (Forman, 1993) Reggio (LeeKeenan & Nimmo, 1993) (LeeKeenan & Nimmo, 1993) (1997) ( ) (2000) 55% 22% 23%

9 Reggio Emilia (Malaguzzi1993) ( 1998) Malaguzzi Eduwards, Gandini, Forman(1993)Hendrick(1997) (2000) 13 (2000) (Johnny) 20

10 Katz Chard(1989) ( ) :30 12:00 16 Annette Lareau Jeffrey Shultz(1996)

11 () 8:30 () 10:10 (Schon, 1987) 14 (Marshall & Rossman, 1995) () ( 1996) (Schon, 1987) (Rodriguez1993) Lincoln Guba(1985)

12 (1) (2) (3) (4)

13 30 (NAEYC1994) Katz(1972) 10

14 (Stenhouse, 1975) Reggio ( 1997) 37

15 (2001) Maslow(1971)

16 (Prawat, 1996) (1) (2) (3) 56

17 (Fuller, 1969Katz1972)

18 ( 2001) ( )

20 (Katz & Chard1989) (1) v.s. (2) v.s. (3) (4) v.s. 12

21 ( 1991) (1999) Katz Chard(1989) (Vygotsky, 1978) 10 8

22 X 18 ( 2003)

23 ( 2001) (2001) Katz Chard(1989) (p. 6-20) ( 1997)

24 45 Reggio Rinaldi(1993) 45

25 8:00 10:10 10:10 10:30 11:10 3:00 3:50 8:00 10:10 8:30 ( 100 ) 11:

26 (1998)

28 ( 1992) Vygotsky(1978) KatzChard

30 (2001) 12(3)60-64 (1997) (1998) (1997) (2001) 4-9 (2001) (2003) (1996) (2003) (2001)? : (2002) (1995) (1991) 2(2)13-15 (2000)

31 (2000) (1992) (2002) (2000) (2002) (1999) (1997) (1996) : (2000) (2000) () (2000) (1998) (1989) 30(34) (1999) (1986) (2003) (1996) (1999) (1998) 9(2)18-20 (2001) 57

32 12-21 Bailey, K. M. (1997). Reflective Teaching: Situating Our Stories. Asian Journal of English Language Teaching, 7, Edwards, C., Gandini, L., & Forman, G. (1993). Introduction. In C. Edwards, L. Gandini, & G. Forman (Eds.), The Hundred Languages of Children: The Reggio Emilia approach to early childhood education (pp. 3-18). Norwood, NJ: Ablex. Forman, G. (1993). Multiple symbolization in the long jump project. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia Approach to early childhood education (pp ). Norwood, NJ: Ablex. Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, Green, J. E., & Smyser, S. O. (1996). The teacher portfolio: A Strategy for professional development and evaluation. Pennsylvania: Technomic Publishing Company, Inc. Hendrick, J. (1997). First steps toward teaching the Reggio way. Upper Saddle River, NJ: Prentice-Hall. Katz, L. G. (1972). Developmental stages of preschool teachers. Elementary School Journal, 73(1), Katz, L., & Chard, S. (1989). Engaging children s minds: The project approach. Norwood, NJ: Ablex. Kelchtermans, G., & Vandenberghe, R. (1994). Teachers professional development: A biographical perspective, Journal of Curriculum Studies, 26(1), Lareau, A., & Shultz, J. (1996). Journeys through ethnography: Realistic accounts of fieldwork. Boulder, CO: Westview Press. LeeKeenan, D., & Nimmo, J. (1993). Connections: Using the project approach with 2-and 3-year-olds in a university laboratory school. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia Approach to early childhood education (pp ). Norwood, NJ: Ablex. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Loughran, J., & Corrigan, D. (1995). Teaching portfolio: A strategy for developing learning and teaching in pre-service teacher education. Teaching and teacher

33 education, 11, Lu, C. Y.(1998)Emergent Curriculum in a Taiwanese Preschool. Unpublished Doctoral Dissertation, Columbia, SC: University of South Carolina. Maslow, A. H.(1971)The farther reaches of human. New York : Penguin Books. Malaguzzi, L. (1993). History, ideas, and basic Philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia Approach to early childhood education (pp.41-89). Norwood, NJ: Ablex. Marshall, C., & Rossman, G. B. (1995). Designing qualitative research (2nd ed.), Thousand Oak, CA: Sage. National Association for the Education of Young Children (1994). NAEYC Position Statement: A conceptual framework for early childhood professional assessment. Young Children, 49(3), New, R. (1990). Excellent early education: A city in Italy has it. Young children, 45, Prawat. R. S. (1996). Learning community, commitment and school reform. Curriculum Studies, 28(1) Rinaldi, C. (1993). The emergent curriculum and social constructivism. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia Approach to early childhood education (pp ). Norwood, NJ: Ablex. Rodriguez, A. J. (1993). A dose of reality: Understanding the origin of the theory/practice dichotomy in teacher education from the students point of view. Journal of Teacher Education, 44(3) Schon, D. A. (1987). Educating the reflective practitioner. SF: Jossey-Bass. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann. Trepanier-Street, M. (1993). What s so new about the project approach. Childhood Education, 70, Vygotsky, L. S. (1978). Minds in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

2010, spring, v12, n1

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