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E-mail:olin@mail.cyut.edu.tw 168 1

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The Research on Early Childhood Educators Needs and Difficulties for Professional Development in Nantou County Abstract The purpose of the present research was to understand early educators needs and difficulties toward professional development. Interview was the primary method applied to collect the data. People interviewed included bosses and directors of child care centers and kindergartens, teachers, care givers, and professors. The researcher concluded interview data into four categories: Early educators attitude toward professional development, their evaluation for professional development experiences, their needs toward professional development, and their difficulties on professional development. In each category, research organized interviewees opinions and feelings from different roles and different positions. Some were similar, but the others were way different. The researcher also provided four suggestions for the government and the related as the following: Planning multiple programs that integrate theories with practice, emphasizing quality rather than quantity of continuing learning, providing grand for organization-centered model of professional development, and making appropriate policy for early childhood care and education. It was deeply hoped by the present research to giving early educators professional development more appropriate care. Keywords: professional development; staff development; early childhood education; early childhood teachers; care givers 3

4 84 2001 85 10 professional development /......

1997 0-6 professional development 5

6 (Orlich, 1983) 1997 1998 1998 ( 1999) (, 1998) Spodek(1996) development Spodek1996

1 Fuller (1969) 1. survival2. master3. resistant to change concerned and responsive Unruh & Tumer (1970) 1. initial teaching2. security 3. maturity Katz 19721. survival2. consolidation3. renewal 4. matrrity Gregorc (1973) 1. becoming2. growing3. maturing 4. fully functioning professional Lacey (1977) Burden (1979) Sack & Harrington (1982) Vender Ven (1988) 1. honeymoon period2. crisis period 3. learning to get by or failure 1. survival2. adjustment3. maturity 1. anxiety 2. entry 3. orientation 4. trial and error 5. integration/consolidation 6. mastery 1. novice 2. initial 3. informed 4. complex 5. influential 76 1. 2. 3. 78 1. 2. 3. 4. 5. 78 1. 2. 3. 4. 5. 6. &1. 2. 3. 81 86 1. 2. 3. 4. Spodek, Bernard (1996) 87 1 Katz 7

8 1995 NAEYC 1994 NAEYC NAEYC1994 NAEYC1994 developmentally appropriate curriculum

9 1997 -- Katz (1994) 1996. 1996 1996

10 1 mentor 2 3 4 5 6 2002 1997 1 2 3 4 5 6 Glatthorn1984 2000 Eisenberg and Rafanello (1998) 14 NAEYC 2000 master teacher

reflective journal autobiographic study or biographical study case method protfolio assessment 1996 1996 (2000) 2000 Rinaldi(1994) 1997 () 1. (Katz, 1994Kreis, 1985NAEYC, 1994Ondrovich, 1989 11

Sparks, 1992) 2. (Showers et al., 1987) 3. (Sparks, 1992) 4. (Katz,1994Sparks, 1992) 5. (Katz,1994) 6. Spodek,1996 () (NAEYC,1994O'Brien & Smith, 1990Swap, 1987 2001) TNA, 2001 (Swap, 1987) () ( 1998) () (, 1998) (Fullan, 1982) (Grossinckle, 1987Jones, 1993NAEYC, 1994Ondrovich, 1989Showers, et al., 1987) 12

(1998) 1.? 2.? 3.? 4.? 5.? 6.? () 1996, (Grossnickle, 1987; NAEYC, 1994; Ondrovich, 1989; Orlich, 1983; Sklarz, 1991 1998) 1. 2. 3. 2002 2000 2002 13

14 2002 2002 2 3 160 480 239 50%

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 1. 2. 3. 4. 5. 6. 15

1. 2. 3. 4. 1. 2. 3. 4. 5. 2 2 19 2 3 16

17 2 91 91.8.17 91.10.12 6 5 100 91.6.2 7 0 2002 91.7.23-91.7.26 12 1800 / 91 91.7.4-91.7.5 12 0 91 91.10.18-20 91.11.1-3 91.11.22-24 - - - 0

18 91.10.1213 91.12.2324 0 91 92.3.8 92.4.12 5 3 200 100 91 92.1.8 8 0 / 91.12.16 91.12.17 12 0 92 C 92.4.19 92.4.20 92.4.26 92.4.27 1800 ~ ~ 92 92.7.18 0 92 92.7.18-20 0 91.11.22~23 91.11.24~25 91.11.29~30 11 0

91.10.29 6 0 91 91.10.26 6 0 92.5/17 6 150 300 92.5.7-6.25 16 pm7-9 92.5.12-14 91 92.3.15-16 14 1600 14 0 1350 19

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21

22 A B C D E A002 002 C004 C005 C003 C002 12 D001

23 D007 E001 E002 2002 D009 D002 D007 D001 E001 1997

24 D009 C001 C003 C004.. D005 D006 D008 D005 D001 D010

25 1997 1998 C002 C004 C003 C003 C002 C002

26 C003 C005 C004 C003 C004.. C002

E003 E002 E001 E002 27

28 E003 1999 2002 D001 D008 A E002 E001

29 D008 B001 A235 20 A127 D007 3 A075084086

30 D001 B004 B072 (Jones, 1993NAEYC, 1994) C004 C003 C002 A155

31.. D001 D003 B001 A210 D003 D001 B002 B004 B006 C005

C005.. B003 D001 B005 D002 32

33

34

1997 14 4-6 1998 95-114 2000 9 28-31 1998 17 4-6 1997 48 5 31-38 (1998) 368 34-36 2002 35-74 1996 36 5 24-34 2002 403-449 2000 1996 552 23-28 1997 14 7-11 (1995) 1996 1996 209-234 2001 115 27-33 1997 14 16-19 1995 1999 51 3 51-56 2000 VS. 402 38-41 1998 376 12-15 2000 17 2 1-9 (1996) 35

1996 34 32-37 Eisenberg, E. and Rafanello, D. (1998). Accreditation facilitation: A study of one project s success. Young Children, 53(5), 44-48. Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press. Grossnickle, D. (1987). Inservice follow-up: What to do after the expert leaves. NASSP Bulletin, 71(497), 11-16. Katz, L. (1994). Helping others with their teaching. Unpublished paper. ED 363453. NAEYC, (1994). NAEYC Position statement: A conceptual framework for early childhood professional development. Young Children, 49(3),68-77. O Brien, G. & Smith (1990). Strategies for staff development. Science and Education, 27(4), 40-41. Ondrovich, P. (1989). Staff development: Meeting teachers psychological and professional needs. ERS Spectrum, 7(4), 22-25. Orlich, D. (1983). Evaluating staff development: Four decision-making models. The Clearing House, 62(8), 370-374. Showers, B. et al. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77-87. Slkarz, D. (1991). Keep teachers on their toes with these 10 retraining tips. The Executive Educator, 13(5), 26-27. Sparks, D. (1992). The keys to effective staff development. Principal, 71(3), 43-44. Spodek, B. (1996). The professional development of early childhood teachers. Early Child Development and Care, 115, 115-124. Spodek, B. (1996). Selecting professional development activities for early childhood teachers. Early Child Development and Care, 117, 113-121. Swap, S. (1987). Managing an effective in-service program. New York: Teachers College Press. 36