教育政策統整之實務挑戰與教師專業角色轉型：以幼兒園個案為例

Practical Challenges of Integrated Educational Policy and the Transformation of Teachers’ Professional Roles: A Case Study of a Kindergarten

本研究旨在探討統整式教育政策併行實施時，幼兒園所面臨的實務挑戰戰與教師專業角色轉型的歷程。研究場域為一所同時推動「幼兒園專業發輔導計畫」與「英語融人幼兒園課程計畫」的幼兒園，研究者透過質性個案研究蒐集教師訪談、課室觀察與輔導紀錄等多元資料，進行主題分析。研究結果指出，教師在雙方案推動下承受行政負擔、教學焦點混淆與工作量加倍等困境，但亦在壓力下展現專業能動性，逐步從課程傳遞者轉型為課程設計者與學習促進者。研究進一步發現，園長的支持性領導、跨政策協調平台以及教師間的專業學習社群，是緩解壓力並促進教師專業成長的關鍵鍵機制。此外，研究亦呈現家長與行政機關等利害關係人的觀點，顯示政策整合不僅是行政流程簡化，更涉及價值與目標的協調。綜合而言，本研究不僅補充了現有文獻在政策落實層面的不足，也提出可操作的制度建議，包括文件整併、師徒制培訓與壓力調適支持，期能為教育決策者與實務工作者提供具體參考，促進幼兒教育品質與政策效能。

This study investigates the practical challenges and professional role transformation of kindergarten teachers when implementing integrated educational policies concurrently. The case site was a kindergarten simultaneously engaged in the“Kindergarten Professional Development Coaching Program”and the“English- Integrated Kindergarten Curriculum Program.”Employing a qualitative case study approach, data were collected through teacher interviews, classroom observations, and coaching records, and analyzed via thematic analysis. The findings reveal that teachers faced heavy administrative workloads, blurred instructional priorities, and doubled preparation demands under the dual policies. Nevertheless, they gradually demonstrated agency by shifting from content deliverers to curriculum designers and facilitators of children’s learning. Supportive leadership from the principal, cross-policy coordination platforms, and professional learning communities emerged as key mechanisms that alleviated pressure and fostered professional growth. Moreover, perspectives from parents and local authorities underscored that policy integration entails not only administrative streamlining but also alignment of values and goals. This study contributes to bridging the gap in the literature on policy enactment in early childhood contexts and offers actionable recommendations, including unified documentation, mentoring systems, and stress-management support. These insights provide practical implications for policymakers and practitioners aiming to enhance the quality and sustainability of early childhood education.