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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

澳門學前教育現況與法規研究 / Study of existing pre-school educational conditions and regulations in Macao

陳端儀 January 2000 (has links)
University of Macau / Faculty of Education
2

轉化性知識份子與教育實踐-以社區大學教師為例的質性研究

陳怡文 Unknown Date (has links)
本論文以質性研究的方式,深入了解作為轉化性知識份子的社大教師,在教學實踐上的真實歷程。研究的對象經立意挑選,皆為在社區大學授課五年以上且深具批判性之講師。而所探討的主題,著重在其如何進行批判性教學,以及在此歷程中,自身的反思、批判與展望。 其研究結果分析,三位老師的實踐歷程有其共通性也有其相異之處。其共同特質在於三者的個人學習歷程,皆有相當的自主性,其所教授內容皆為教師本身真正所熱愛,故自然能散發出生命力影響同學;另外,師生之間的信任關係也是影響教學品質的關鍵因素,這三位老師都願意相信學生,也願意自我調整,教學其實是個師生互信與改變的歷程。在這歷程中,每個老師都有他清楚的意識型態,而在這清楚的選擇下,以新經驗的提供來解放記憶、對抗文本,期待透過這些衝擊與反省讓學生重新建構自己的主體性。主體性的建立除了反思也需要有行動,兩者合而為一的實踐,不分有形無形,都應該被肯定。 而在困難與挑戰部分,三位老師處在不同階段所面臨的挑戰則有所不同。一開始的困難,來自彼此生命世界既有的落差,如何讓知識與學生的生命產生有意義連結,是必須面對的挑戰,而當知識與生命產生連結之後,如何破除學生長久以來的自卑感、恢復自信,以對生活產生正向的影響,進而讓重新建立的價值觀溶入日常生活當中真正知行合一的實踐,則是最終的考驗。 最後,研究者於反思與建議中提出,批判教育學的實踐必須建立在希望的美學之上,唯有在「邂逅」、「投契」與「參化」的過程中,建立起充滿希望與信任的師生關係,才有可能打破這個社會壓迫與被壓迫的二元對立關係,而要促成這樣的關係,不只是社區大學的教師,包括社大所有的工作者都應該是轉化型的知識份子,在自由的保障下,共同重建立以「合作」取代「孤立/競爭」的學校文化,讓社區大學的發展,真正為台灣帶來進步的力量。
3

拉崗主體理論及其教育意涵之研究

蔣興儀 Unknown Date (has links)
本研究探究拉崗的無意識主體理論,並根據拉崗所進行的心理分析實踐,闡述其中的教育意涵。拉崗以「回歸弗洛伊德」為取向,針對自我心理學之「自我」概念提出批評,他在「鏡子階段」論述中指出:自我之形塑乃是以想像的疏離同一性之運作方式,構成了自我與擬似者之間的錯識結構。當想像域關聯於倫理學時,拉崗將超我的概念轉化為一種客觀的裝置,即極權式的執鞭者能夠以自身之工具化作為藉口,迫使受害者在痛苦和羞辱中達到其自身之主體化的目標。為了分解想像性自我的鈕結,拉崗以象徵的功能提出了無意識主體的理論。他透過對索緒爾之語言學的轉借,使得文字不再具有符號的指義功能,而是進行著記號的指延純粹運作性。主體因而不再是意義的主人而被文字化為符指,在轉代詞「我」所呈現的陳述主詞與宣告主體的分離與分裂當中,主體乃是具有大它者之激進異質性的無意識主體。據此,在教育意涵中,拉崗以大它者之功能所進行的至高實踐,不但修正了鏡像之無限性的非本真實踐,並且鑽透了鏡映之哲學循環的本真實踐,而使得教育學之論述維繫於分析師的「存在之匱乏」此一政策。 / Based on Lacanian psychoanalytical practice, this research discusses his theory of subject of the unconscious and tries to elaborate latter’s implication of education. Along the path of “Return to Freud”, Lacan criticizes the concept of Ego that is the theoretical core of ego psychology. He traces the genesis of ego back at the mirror-stage and describes the imaginary structure of ego as following: narcissitic formation of the ego is the result of misrecognition between ego and the semblable. When combining the Imaginary with Ethics, Lacan retranslates Freudian concept of superego as the objectivized equipment, and analyzes fully the totalitarian effect of this objectivization that refuses its subjectivization. Totalitarian subject is the pure instrument in his instrumentalization, and forces the pain and humiliation onto the victim to help him to accomplish his subjectivization. In order to untie the knot of the Imaginary, Lacan locates the theory of subject of unconscious in the Symbolic. Borrowing Saussure’s structural linguistics, Lacan paralizes the signifying function that is constitutive of totality of Sign, and emphasizes the pure operativity of the signifier with a hole. Between subject of statement and subject of enunciation, shifter “I” introduces the division in the subject. In what gapes, subject is the radical heterogeneity of unconscious subject. Centered on this function of Other, Lacan not only rescues analysis from its inauthentic practice, he also maintains training discourse in his policy of “lack of being”. The latter founds the supreme practice that brings the full educational implication.
4

老礦眷幼兒園的階級文化分析--批判教育學觀點 / The Class Culture Analysis of Old Kindergartens in the Disadvantage Community – Viewpoint of Critical Pedagogy

鄭宇博, Cheng, Yu Po Unknown Date (has links)
本研究從幼兒園第二代經營者的角度出發,以研究者家族所經營,位在相對弱勢社區中的幼兒園為對象,從批判教育學的角度,探討透過教育消弭階級差異的方法,以及課程模式與階級文化間的關係。批判教育學探討在資本主義制度下,教育對中下階層學生的壓迫,進一步主張透過覺醒與轉化的教育模式,消弭階級差異彰顯人性的價值。呼應這樣的概念,近年來台灣的幼兒教育現場,在幼托整合的政策引領下,也開始施行以遊戲為主的統整課程模式,宣稱可透過根植於學生經驗的方式,使學習更有意義。然這樣的政策在教育現場施行並不順利,台灣幼兒教育現場,長期以私立幼兒園為主,多數幼兒園在激烈競爭下,不得不呼應家長需求崇尚讀、寫、算,為進入小學做準備的教學模式。因此統整課程的驟然推行,受到來自基層教師、家長與學生的抗拒。研究者透過自己長年在幼兒園中的觀察,與家長及教師的訪談,釐清這些抵抗背後的原因,並引述批判教育學者Freire覺察、解放,以及Giroux轉化型知識份子的概念,透過與教師取得觀念上的共識,幫助其了解自身在社會中的角色,進一步改變其教學方式。在得到幼兒園教師的初步共識後,進一步使轉化的意識擴及家長。期望透過由下而上的基進方式,達成課程改革並拉近階級差異的目的。 / From the perspective of the second generation manager of kindergarten, this study, with the kindergarten operated by the researcher family’s in a disadvantage community, explores methods to eliminate the class difference through education, and relationship between curriculum model and class cultures based on the viewpoint of critical pedagogy. Critical pedagogy investigates the oppression of the lower class students through education in the capitalist system. Furthermore, it advocates eliminating class differences and highlighting the value of humanity through awareness and transformation of education. Echoing this concept, in recent years, the field of early childhood education in Taiwan begins to implement play-based integrated curriculum model under the guidance of preschools integration policy, and claims that learning can become more significance from student’s perspective. However, such policy does not work well. Early childhood education in Taiwan is mainly private kindergartens. Under the intense competition, most kindergartens have to respond to the demands of parents to advocate reading, writing, counting, implementing teaching mode preparing for entry into primary school. Therefore, the sudden implementation of integrated curriculum gets resistance from teachers, parents and students. The researcher clarifies reasons of the resistance by observation in kindergarten for many years, interviews with parents and teachers, quoted from critical pedagogy such as concepts of conscious and liberation by Paulo Freire and transformative intellectuals by Henry Giroux, to realize the consensus with teachers to help them understand their position in society and further change their teaching methods. After build-up the preliminary consensus with teachers in kindergarten, the researcher make transformation expanded into parents. The study expects to reach the purpose of curriculum reform and eliminate class difference through the radical approach.
5

教育投資之影響因素與歸宿分析 / Determinants of Education Investment and Incidence Analysis

林宛儀 Unknown Date (has links)
本研究以華人家庭動態資料庫(Panel Study of Family Dynamics)來分析台灣地區的教育投資之影響因素與教育扣除額之歸宿分析,文章主要分為兩個部分,第一部分將先探討家庭教育投資的影響因素,其中探討的範圍包含傳統的物質面向之教育支出以及非物質面向之教育投資決策,例如:家長投入小孩教育的時間等。第二部分再以所得五分位法以及模擬綜合所得稅報稅方式,分析比較教育學費特別扣除額新舊制度下的租稅歸宿。 實證結果發現在教育支出方面,主要的影響因素為父親年齡、父親教育程度、子女人數以及子女性別比等,且皆呈現正向的影響。而在教育投資決策方面,主要的影響因素則為母親教育程度、子女性別比以及家長中斷就學經驗等,這些因素與教育投資決策也都成正相關。在教育扣除額新制的租稅歸宿方面,以所得五分位法來看,我們發現受惠最多的是最低所得階層,但次之的卻是最高所得階層。若以模擬報稅的減稅利益來看,位居中高所得者–適用稅率為30%的階層享有最高的減稅利益,而所得較趨弱勢者–適用稅率為6%的階層卻是減稅利益最少的,顯示了教育扣除額新制之公平及合理性仍有待評估與檢視。
6

蒙特梭利教育學說及其在現代幼兒心理與教育研究上之地位

許惠欣, Xu, Hui-Xin Unknown Date (has links)
本文僅一冊,約八萬字,共分五章: 第一章 緒論。共分四節:第一節為「研究動機」;第二節為「研究目的」;第三節  為「研究範圍」;第四節為「研究方法」。由於蒙氏對幼兒教育有獨特的原理與方法 ,它解決筆者心中的疑難,如同我的知音、良友與內在的導師,故筆者選擇蒙特梭利 來奠定自己的幼教理論基礎。更希望藉闡揚其學說作為我國實施幼教上的一點指南。 讓幼教人士與父母了解幼年的特徵,工作對幼兒發展的重要性,如何實施幼兒教育等 。 第二章 生平與著作。由於蒙氏是位科學家(醫生),具有獨特的見解,與無窮的創 造力,故筆者以創造思維之四歷程來描繪蒙氏的一生。第一節為「預備階段」,敘述 蒙氏自幼時至得到醫學博士學位間的經歷與其獨特的人格特質;第二節為「醞釀階段 」,敘述蒙氏在羅馬大學附設之精神病診療所與國立特殊學校之工作體驗與心得;第 三節為「啟明階段」,敘述蒙氏在兒童之家之實驗研究與發現;第四節為「驗證階段 」,敘述蒙氏如何到各地宣傳自己的學說與其自己不斷的研究著作的結晶;第五節則 簡介蒙氏著作。 第三章 教育學說。第一節為「思想淵源」,主要以法國醫生伊塔與塞根二人之理論 、研究來論述。第二節為「教育原理」,以工作哲學思想來論述,將蒙氏之工作思想 與幼兒工作之自然法則加以詳盡的闡述。第三節為「蒙特梭利教學法」,說明蒙氏如 何以兒童為中心,將其預備環境、教具與指導員三者如何妥善安排,致使幼兒之身心 得以健全發展。 第四章 蒙氏教育學說在現代幼兒心理與教育研究上之地位。筆者循四方面來探討。 第一節為「蒙氏學說何以在美國復甦」;第二節為「蒙氏學說在現代幼兒心理學研究 上之角色」;第三節為「蒙氏學說在現代幼兒教育研究上之角色」;第四節為「美國 蒙特梭利學校之實施研究」。 第五章 結論。筆者以二節(第一節為:蒙氏教育學說之優劣;第二節為蒙氏學說應 用於我國幼教上可能遭遇的困難)來探討蒙氏教育學說在我國幼教上之可行性。
7

國中技藝教育學程學生的生活壓力、因應行為及其相關因素之探討

徐雨霞 Unknown Date (has links)
本研究旨在探討國中技藝教育學程學生生活壓力和及因應行為的現況及其間的相關。 本研究係以台北縣國中技藝教育學程學生421人為研究對象,以問卷調查法,分別自17所國中收集所需資料。經以平均數、標準差、差異t考驗、單因子變異國中數分析、薛費事後比較、皮爾遜積差相關、等統計方法進行分析。 結果發現: (一)國中技藝教育學程學生的整體生活壓力並不是很高,可說是偏低。 (二)不同背景之國中技藝教育學程學生的生活壓力確有差異存在。 (三)國中技藝教育學程學生面對壓力時採用因應行為的情形偏高。 (四)不同背景之國中技藝教育學程學生生活壓力的因應行為確有差異存在。 (五)國中技藝教育學程學生生活壓力與因應行為間具顯著正相關。 (六)國中技藝教育學程學生與一般學生的生活壓力及面對壓力時 採用之因應行為有顯著差異。 關健字:國中技藝教育學程、生活壓力、因應行為 / The purpose of this research on investigation is to analyze the relationship with skill-education course students life stress and coping behavior in junior high school. Research data were derived from the basis of questionnaires. The subjects included 421 students drawn from skill-education course classes in 17 junior high schools in Taipei County. The data were analyzed with frequency distribution mean, standard deviation, one-way analysis of variance (ANOVA), Scheffe’s Rule of Post Hoc Tests, Pearson’s correlation statistics method etc.. After data being analyzed, the main findings can be concluded as following: 1. Life stress to skill-education course students in junior high school is not so high. 2. In life stress , there are significant differences among skill-education course students and normal program students in junior high school.. 3. When facing to the stress, most of the skill-education course students adopted coping behavior highly. 4. In coping behavior, there are significant differences among different background skill-education course students in junior high school. 5. Skill-education course students in junior high school are positively related with life stress and coping behavior. 6. When facing to the stress, there are significant differences in life stress and coping behaviors between skill-education course students and normal program students in junior high school. Keywords: skill-education course of the junior high school, life stress , coping behavior.
8

教育學傳記研究課程之美學探究-在臺灣高等學府中的發展及其教育意涵 / An aesthetic inquiry into “Pedagogical Biography Study” course:its development and educational implications in the Taiwanese university

沈奕君, Shen, I-Chun Unknown Date (has links)
教育學傳記研究乃是19世紀初期發跡於德國教育學的新興派典。2001年,在臺灣教育學傳記研究學者的專業旨趣下,於政治大學的教育學院中以一門研究所層級的課程型態現身。研究者在修習該課堂的學習歷程中,開展出不同視域的世界觀,發生內在思想及學習樣態的轉變,原生命存有的傷痛經驗也逐漸舒緩治癒。同時,在修習課堂滿兩年,體察到課堂群體他者亦產生相似的學習轉變歷程,生發過往受教經驗中不曾有過的「美」之體驗。作為中等教育的師資培育生,基於對現今教育現況「苦難」的體悟,進而欲探究教育學傳記研究課堂的美學價值,它對師資培育歷程將存在何種教育意涵與啟示。 本研究以政治大學教育學院於2014年開設的「教育學傳記研究」課堂作為美學文本,採美學探究取向進行實徵性的研究。透過爬梳教育學傳記研究領域在德國的發展,及其蘊涵的學理內涵,以勾勒其美學的價值,並解讀與詮釋課堂中三位學習者學習體驗的口述經驗資料,最後綜合美學論述觀點以及學習者於教育學傳記研究課室中的互動經驗,探討該課程在臺灣高等學府脈絡下呈顯「悟」、「變」、「識」的美學樣貌;同時揭露傳記性經驗陶養的知識觀、以「生命的理解」作為教育行動的基礎、對人性關懷的教育行動三面向的教育意涵。整體而言,教育學傳記研究課堂的存在正朝向還原長久以來在「人力資源」論述中人被異化的教育本質,企圖孕育一種能變革社會的深化動能,在陶養的循環歷程中開顯出「人性關懷」的教育使命。 / Pedagogical Biography Study has become a research paradigm for educational studies in Germany since the 19th century. Its values, principles and significance were put into practice as a graduate-level course in National Chengchi University in Taipei, Taiwan in 2001. The author, who also participated in this academic journey, has developed a different perspective of viewing the world throughout the learning process. The course has contributed to a changed outlook on life for me, including the change of learning attitude and the consolation for the loss of my cousin. Most importantly, with the two-year-long participation in the course, it became self-evident that I share similar transitional experiences with my classmates, which brought about an unprecedented aesthetic experience. As a student in junior high school teacher education, I am well aware that the current situation of education in Taiwan is “suffering.” Therefore, I attempted to inquire the aesthetic value of the “Pedagogical Biography Study” course and explore its pedagogical implications in teacher education. This research is conducted based on an aesthetic inquiry into the “Pedagogical Biography Study” course, which was offered in Fall, 2014. Individual oral narratives as well as the conversation among class members were treated as aesthetic texts. Through the analysis of the documents concerning the development and implications of Pedagogical Biography Study in Germany, this research constructed its aesthetic significance. Besides, I analyzed and interpreted three class members’ narratives of their learning process throughout the semester. At the end, I integrated the aesthetic discourse and the learners’ interactional experience to discuss three kinds of aesthetic conceptions, Awareness, Change and Consciousness. Furthermore, three elements of pedagogical implication were found: 1) the conception of knowledge constructed by biographical experiences, 2) an educational practice agency of understanding the life and 3) taking educational practice with the concern for humanity. In conclusion, this research unraveled the existence of the Pedagogical Biography Study course in the university and discovered the possibility of restoring the essence of education which has long been ignored in the social discourse of “human resources.” It attempted to provoke social transformation and to launch the educational mission of raising the concern for humanity in the Bildung process.
9

國中女性教師性別角色之構成--十位女老師之實踐經驗研究

邱秀祝, Chiou, Hsiu-Chu Unknown Date (has links)
『性別』議題在教育研究的脈絡中,長久以來並未受到應有的重視。尤其關於基層女性教師的質性研究可說極為缺乏。女性教師是中小學校園的多數,卻面臨行政人員多為男性的結構性特色;而「教師」職業的工作特性,也使得女性教師的工作與家庭、婚姻緊密相連,以致形成專業能力、形象的萎縮。有鑑於此,本研究論文乃以十位國中女性教師為研究對象,以質化研究之深度訪談為主,企圖透過這群基層女性教師的經驗,以女性主義的觀點來瞭解女性教師在教育過程、職業、日常生活及其他次文化面向中,「性別」在教育情境中的運作機制。期望對女性教師性別角色的構成有所理解,並探究女性教師主體自覺、反省與轉化的可能性。一方面,除了填補學術研究中女性基層教師的經驗研究之不足外,也期待透過這樣的歷程,重新尋求一種屬於女性教師主體的意義。 主要關心的問題包括:女性從事教育工作的動機為何?「性別」對女性從事教師工作有何阻力或助力?學校教育資源、女性教師同僚的人際互動、師生互動,又會對女性教師性別角色的構成形成怎麼樣的影響?女性在認同本身「女老師」的身份後,對主體本身、他人會產生什麼樣的轉化與效應?女老師的因應策略又是如何?最後,本研究也關注「性別意識」對這些女老師的生命經驗的影響?在教學的實際經驗中,是否有關性別的不同考量或設計? 延續問題脈絡,論文首先探討相關文獻與研究,包括批判教育學者對教育活動之意義及特性的描述,並闡述教師角色多樣發展的可能性;同時根據訪談結果整理女性教師的基本資料,選擇教職的動機及背景脈絡,以及因為「教師」這一職業,對女性教師個人、婚姻、家庭的影響;而後,刻意以性別的角度,切入女性教師的工作場域,瞭解她們在職場、人際關係理所面臨的矛盾與衝突,及其因應策略與行動;在論文的最後,提出了研究者對這些女性教師經驗的發現及建議,以及研究者個人在研究過程中的省思。 摘 要 第一章 緒論---------------------------------------------------------------------------------------1 第一節 研究背景與緣起-----------------------------------------------------------------------1 第二節 女性主義與性別角色-----------------------------------------------------------------5 第三節 台灣有關女性教育工作者的研究-------------------------------------------------9 第四節 研究問題--------------------------------------------------------------------------------11 第二章 文獻探討---------------------------------------------------------------------------------14 第一節 教育專業的理解-----------------------------------------------------------------------14 第二節 對傳統學校教育的批判-------------------------------------------------------------18 第三節 教師角色的轉化-----------------------------------------------------------------------28 第三章 研究方法與歷程-----------------------------------------------------------------------34 第一節 研究取向---------------------------------------------------------------------------------34 第二節 研究對象---------------------------------------------------------------------------------37 第三節 研究工具---------------------------------------------------------------------------------40 第四節 資料的蒐集與整理分析-------------------------------------------------------------41 第五節 研究限制---------------------------------------------------------------------------------45 第四章 教師工作女性化-----------------------------------------------------------------------47 第一節 任教動機-------------------------------------------------------------------------------- 47 第二節 家庭角色與教師角色-----------------------------------------------------------------56 第三節 家務與母職的牽絆--------------------------------------------------------------------59 第五章 女老師的工作場域--------------------------------------------------------------------68 第一節 教職工作的文化-----------------------------------------------------------------------68 第二節 性別歧視---------------------------------------------------------------------------------78 第三節 看待性別---------------------------------------------------------------------------------85 第四節 教師性別角色的教學意涵----------------------------------------------------------89 第六章 教師工作的賦權與轉化------------------------------------------------------------100 第一節 主體性的提昇-------------------------------------------------------------------------100 第二節 女性主體意識的實踐---------------------------------------------------------------104 第三節 女性教師支持網絡-------------------------------------------------------------------108 第四節 未來的生涯規劃----------------------------------------------------------------------116 第七章 研究結果--------------------------------------------------------------------------------121 第一節 研究發現--------------------------------------------------------------------------------121 第二節 研究建議--------------------------------------------------------------------------------125 第三節 研究者的省思-------------------------------------------------------------------------127 參考文獻 中文部分-------------------------------------------------------------------------------------------132 英文部分-------------------------------------------------------------------------------------------139 附 錄 附件一 十位受訪對象的基本資料----------------------------------------------------------145 附件二 訪談日誌---------------------------------------------------------------------------------146 附件三 原始訪談資料、類別意義示例----------------------------------------------------147 圖 表 目 錄 表一:八十七學年度各級學校女性教師及職員比例(%)--------------------------- 9 表二:女性教師形容男女學生特質比較表------------------------------------------------ 92
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社會變遷中台灣幼兒園教師身份認同轉化之研究 / The Transformation of Preschool Teachers’ Identity in a Changing Society of Taiwan

戴文青 Unknown Date (has links)
本論文旨在探究在台灣社會變遷的整體脈絡下,幼兒園教師身份認同境況與轉化的可能性,期能為台灣幼教體制的改革,提供倫理、社會與政治性層面之參考,並實踐批判教育學的核心目標:個體自我與社會集體的增權益能。 論文分為五大章節:第壹章從研究者身為一位師培者的經驗做為出發點,針對台灣教育改革與幼教現場特有的文化現象,以及在此現象中幼兒園教師的存在境況進行文化反思。第貳章分別從「認同的意義與基本性格」,「論述、權力與身分認同間的辯證關係」,以及「批判教育學的宗旨」等理論蘊意與相關學術研究與普查資料,耙梳幼兒園教師認同危機之可能的路徑,尋求出路。第參章則概述目前相關研究狀況,並說明「批判論述分析」之理論基礎與具體研究策略。第肆章為資料分析。經文本分析產出:「為什麼幼教要做到這個樣子」、「幼稚園變成我的興趣 就是我的工作」、「想要『真的』去帶班」、「在那邊 我會覺得說 好像被綁手綁腳的」、「『它不我要的』生活」與「想『回家』的代課老師」等六種幼師身份認同圖像。然後從「幼兒園組織氛圍」、「師資培育課程架構與施行方式」、「幼兒教育政策體制」與「傳統文化價值觀」等面向,分析潛藏於這六教師身份認同圖像底層的論述秩序與意識型態,以凸顯幼師主體權能與社會文化脈絡間的辯證關係。最後,第伍章則從今試從「重建幼兒園師資培育課程架構與施行方式」、「尋找國家介入的合理基點」與「啟動各階層間的『對話』機制」等三個觀點進行討論與建議。 / This dissertation attempts to fully describe Taiwanese preschool teachers’ identity and explores the possibility of their transformation in a changing society. It is hoped that this study provides ethical, social and political information for the reform of early childhood policy and achieves the core objectives of critical pedagogy, that is, the empowerment of individuality and society. This dissertation includes five chapters. The first chapter starts with the researcher’s personal experience as a teacher trainer, followed by her cultural reflections on being a preschool teacher under the educational reform movement and from the preschool site. The second chapter explains the theoretical framework from the perspectives of “the meaning and significance of identity”, “the dialogue among discourse, power, and identity”, “the political implications in education”, “the development of early childhood education in Taiwan”, and “the objectives of critical pedagogy”. Chapter Three reviews the related literature and explicates the theoretical frameworks of critical discourse analysis and specific research strategies as well. Chapter Four delineates data analyses and highlights the dialectical relationship between the subjectivity of preschool teachers and sociocultural context of Taiwan. Six modes of preschool teachers’ identity were emerged from text analysis. They were: (1) Why is the preschool education so tough? (2) Preschools interest me and so I work there. (3) I want to be a devoted teacher, (4) At the current workplace, I don't feel as carefree as I did at the previous workplace. (5) I don’t want to live this way, (6) Substitute teachers want to go “home”. These six modes were then analyzed in terms of different dimensions including “the organizational climate of daycare center”, “the framework and implementation of curriculum for preschool teacher education”, “the policy of early childhood education”, and “traditional cultural values”. The analysis was to explore the order of discourse and ideology underlying the preschool teachers who narrated their stories. Finally, Chapter Five presents discussions and suggestions for educational practice with three issues, namely, “reconstruction the framework and implementation of teacher education curriculum”, “the role of government in early childhood education”, and “activation of the mechanism for dialogue between all classes”.

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