39 2 94 19 42 19 P. Freire P. Freire P. Freire 1 1
20 show 0-99 7 11 2 3
21 80 93 1983 1987 19941994 1994 1995 1995 19981999 2000 20002001 1 1.5 2 8-10 2 3
22 MPM 2 3 爲 No Chinese
23 4 Raggio Waldorf 1-2
24 1 20 30-50% 87 50.781. 2. 3. 4. 5 6. 7. 8. 9. 10 11. 12. 13. 14.. 1 811 14 9 10 1983 1984 1984 1988 1989 19911994 1995 1996 1997 1999 2000 2000 2001 2002 P. Freire teacher's presence is an absence 1998 63 Freire 1998 116 historicity
25 Freire 1998 27 Freire Freire Freire, 1998:58-1998 116 Freire unhistoricity P. Freire 1 2 P. Freire 3 P. Freire Paul. Freire 1960 Freire R. Shaull Pedagogy of Oppressed
26 Freire FreireFreire ontological vocation Freire Freire 1998 52-53 Freire 2000 160 2000 141-142 incompleteness 4 unfinishness becoming 1998 21 66 1998 57knowing subject 2000 80 historicity presence not I1998 58 Freire, 1998 25-26 1998 69 Freire conditioned 4
27 Freire, 1998 52-53 1998 56-57 Freire,1998 26 Freire, 1998 26 Freire 2000 Freire Freire 2000 / Freire 2000 Freire Freire 2000 conscientization Freire
28 humanization Freire vocation 2000 23 Freire Freire 1998 99 political 1998 99-100 Freire 2000 Pedagogy of Freedom Freire Freire Freire Freire epistemological curiosity 1998 32 Freire Freire 1998 26 27
29 Freire Freire Freire Freire 1998 63 Freire 1998 58 Freire,1998 54-55 Freire Freire 1998 Freire Freire I thou
30 I object Freire 2000AB A B A B Freire 1998 30-31 1998 67 Freire Freire
31 2004 1990 2000 2003 27 7 2005182004 1. 2. 15 3. 4. 78 MPM 18 19 3-5 60 25 2004 2003 2004 94 94 1100
32 1995 2002 70 92 1983 1984 1988 1989 1994 1995 1995 1999 2000 2002 2002 1 38 54328 54 71 17 71 40 72 79 83 61 93 71 71 93 20 2003 2
33 98% 40%-50% 3 8750.78 80% 4 1995 1999 2000
34 1997 5 83 91 144
35 2002 0008 90% 95%
36 Freire 2000 Freire Freire Freire
37 Freire Freire Freire
38 1990 Freire 2003 Freire Freire
39 Freire 2004 2004 http://www.moi.gov.tw/stat/gender/list.htm 1988 19 101 114 1983-- 1997 89 19892 99 138 199573 90 1994 2002 1987 2004 35-98 2000 2002 2000 203-214 1995 -
40 9-38 2003 2001 http://www.edu.tw/statistics/index.htm. 2004 ht t p://www.e du.t w/edu_web/edu_mgt/ ACCOUNTING/EDUTING001/acc/index.htm? TYPE=1&UNITID=9&CATEGORYID=326&FILEI D=100541. 2000 58-64 1996 (1996) 10 89-103 1991 2002 9 1 197-229 1999 2004 5-34 1995 1997 Freire, P. 1970 / 2000.Pedagogy of Oppressed: 30fh anniversary edition. New York: Continuum. 2004 Freire, P. 1998.Pedagogy of Freedom: Ethic, Democracy, and Civic Courage. New York: Rowman & Littlefield Pub. Inc. 1997 1984 1972 1977 1984 1986 1988 1992 1993 1989-1993 : 1993 1993 1993
41 1994 1994 1994 1994 1995 1996 1996 1997 1997 1998 1998 1998 1999 2001 2001 2003 94 4 29 94 8 4 94 8 11
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