217250 ( ) * ( 92 9 29 92 12 25 ) 91 9 92 14 *
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
( 1999 81 Reggio Emilia ( 2000) ( 1995) ( 1996) ( 2001) ( 2002) ( 2002) 91 ( 1998 1999) (Lu, 1998)
1. 2. 3. 4. (Professional Development) (Project Approach) Zumeta Solomon( 1986) (p. 2) ( 1997) (1) (2) (3)
William Ayers( 1999) (1996) 43 Ayers (2003) 70 Ayers (230 )
(Kelchtermans & Vanderberghe, 1994 1997 1992 1989 2002) (1997) (Constructivism) (Radical Constructivism) (Social Constructivism) Vygotsky (Teaching Portfolio) ( 2000 2001) ( 2003)Loughran Corrigan(1995) (process) (product) Green Smyser(1996) (1) (2) (3) (4)
(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) ( )
() (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%
Reggio Emilia (Malaguzzi1993) ( 1998) Malaguzzi Eduwards, Gandini, Forman(1993)Hendrick(1997) (2000) 13 (2000) (Johnny) 20
Katz Chard(1989) ( ) 29 8 50 25 2002 9 5 92 14 8:30 12:00 16 Annette Lareau Jeffrey Shultz(1996)
() 8:30 e-mail () 10:10 (Schon, 1987) 14 (Marshall & Rossman, 1995) () ( 1996) (Schon, 1987) (Rodriguez1993) e-mail Lincoln Guba(1985)
(1) (2) (3) (4) 82 92 37
30 (NAEYC1994) Katz(1972) 10
(Stenhouse, 1975) Reggio ( 1997) 37
(2001) Maslow(1971)
(Prawat, 1996) 91 9 5 92 14 (1) (2) (3) 56
9 12 9 17 10 31 10 (Fuller, 1969Katz1972)
( 2001) ( )
31 11 21
(Katz & Chard1989) (1) v.s. (2) v.s. (3) (4) v.s. 12
( 1991) (1999) Katz Chard(1989) (Vygotsky, 1978) 10 8
X 18 ( 2003)
( 2001) (2001) Katz Chard(1989) (p. 6-20) ( 1997)
45 Reggio Rinaldi(1993) 45
8:00 10:10 10:10 10:30 11:10 3:00 3:50 8:00 10:10 8:30 ( 100 ) 11:10 5 9 17 10 8 25
(1998)
( 1992) Vygotsky(1978) KatzChard
(2001) 12(3)60-64 (1997) (1998) (1997) 134-6 (2001) 4-9 (2001) 14 297-324 (2003) (1996) 9 803-832 (2003) (2001)? : (2002) (1995) (1991) 2(2)13-15 (2000)
1236-15 (2000) 12316-25 (1992) (2002) (2000) (2002) (1999) 12535-570 (1997) 14 7-11 (1996) : (2000) (2000) () (2000) 946-57 (1998) (1989) 30(34) 10-20 (1999) (1986) (2003) 122 32-37 (1996) (1999) 1999 1-16 (1998) 9(2)18-20 (2001) 57
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