Process of Implementing the Project Approach by a Novice Preschool Teacher
This study aimed to facilitate the professional development of teachers and identify the difficulties in the process of implementing the project approach. The objectives of this study were as follows: (a) investigate the conviction and teaching-related changes made by a novice teacher when implementing the project approach, (b) identify the problems encountered by the novice teacher in the process of implementing the project approach, and (c) evaluate the novice teacher’s professional development after the implementation of the project approach. A case study method was adopted, and data were collected using methods such as interviews, classroom observations, teaching logs, counseling reports, and conference records. The data were subsequently organized and analyzed. The study results are as follows: (a) teaching-related changes made by the teacher when implementing the project approach (e.g., teacher-centered to child-centered approach, change from a whole group project to two-group project, and curriculum change by child-interested ); (b) problems encountered by the teacher while implementing the project approach (e.g., not knowing where to begin, unfamiliarity with the teaching time and classroom management, dealing with substantial individual differences in children, inability to observe the children’s learning situation during group work time, inadequate teaching resources, and poor group discussion skills); and (c) the teacher’s professional development after implementing the project approach (e.g., improved knowledge of curriculum design, teaching methods, and classroom management).
|關鍵詞||方案教學、專業成長、新手幼兒園教師、project approach、professional growth、novice preschool teacher|