不同任期之代理教保服務人員在協同教學過程中的現況與應對策略

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題名:	不同任期之代理教保服務人員在協同教學過程中的現況與應對策略
其他題名:	The Current Situation and Coping Strategies of Substitute Early Childhood Educators with Different Appointment Durations in Co-Teaching Practices
作者:	邱怡箏
貢獻者:	丁嘉薇
關鍵詞:	長期代理教保服務人員;短期代理教保服務人員;協同教學;long-term substitute early childhood educator;short-term substitute early childhood educator、collaborative teaching
日期:	2025
上傳時間:	2025-09-02T08:03:27Z
出版者:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
摘要:	在教學現場中，因應正職教保服務人員休假需求增加，代理教保服務人員的運用日益普遍。隨著教學活動持續推展，如何與原配置於該班之協同教保服務人員建立良好合作關係提升協同教學效能，成為重要課題。本研究旨在探討代理教保服務人員與原配置於該班之協同教保服務人員能否密切配合，展現協同教學成效。過去文獻多聚焦正職教保服務人員，對代理教保服務人員在協同教學中所面臨的挑戰與因應策略則較少著墨，因此本研究聚焦於代理教保服務人員在實務中的現況與困境與合作情形。研究採質性方法，透過半結構式訪談與個案分析，訪談三位長期與三位短期代理教保服務人員，深入了解其合作經驗。根據訪談結果，研究將提出具體建議，協助類似情境中的人員提升協同教學能力與班級經營效能，進而打造更高效的教學環境，讓幼兒能獲得穩定且優質的學習與照顧經驗。論文之主要研究結果如下: 本研究透過深入訪談，瞭解不同任期的代理教保服務人員在協同教學中的角色差異與實際處境。研究發現，代理教保服務人員因聘期長短不同，在工作穩定性、職責內容與制度保障方面存在差異，普遍面臨聘期短、年資不累計、薪資待遇低與福利不足等問題，影響其職涯發展與服務意願。在教學合作中，代理教保服務人員常因角色不明與溝通不足而難以主動參與課程與班級經營，並在象徵性尊重上遭邊緣化影響專業認同。儘管如此仍發展出如強化溝通、主動承擔任務及自我成長等應對策略。整體而言，代理教保服務人員雖為協同教學中不可或缺的一環，卻長期缺乏制度支持，亟需從制度面進行改革，以促進教育品質與團隊合作效能。 In response to the increasing leave demands of regular early childhood educators, the employment of substitute educators has become increasingly common in educational settings. As teaching activities continue to expand, establishing effective collaboration between substitute and regular staff has emerged as a critical issue for enhancing co-teaching effectiveness. This study aims to explore whether substitute early childhood educators can work closely with regular staff to achieve successful collaborative teaching. While previous literature has primarily focused on regular educators, relatively little attention has been paid to the challenges and coping strategies faced by substitute personnel in collaborative teaching contexts. Therefore, this research centers on the current status, difficulties, and collaborative experiences of substitute early childhood educators in practice. Adopting a qualitative research methodology, this study conducted semi-structured interviews and case analyses with three long-term and three short-term substitute educators to gain in-depth insights into their collaborative experiences. Based on the interview findings, the study offers concrete recommendations to assist personnel in similar situations in enhancing their co-teaching abilities and classroom management effectiveness. Ultimately, the goal is to foster a more efficient teaching environment that ensures young children receive stable and high-quality education and care. Findings indicate that due to differences in employment duration, substitute educators experience disparities in job stability, responsibilities, and institutional support. Common challenges include short contract terms, non-accumulating seniority, low compensation, and limited benefits, all of which negatively affect their career development and motivation to remain in service. In collaborative teaching, they often face role ambiguity and insufficient communication, limiting their engagement in curriculum planning and classroom management. Additionally, a lack of symbolic recognition contributes to feelings of marginalization, weakening their professional identity. Despite these obstacles, many substitutes adopt strategies such as enhancing communication, proactively undertaking tasks, and pursuing self-development. Overall, while substitute educators play an indispensable role in collaborative teaching, they remain underserved by existing institutional frameworks. Structural reforms are urgently needed to improve educational quality and strengthen team collaboration.
顯示於類別:	[學位論文] 113學年度

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