本研究旨在瞭解幼教老師知覺其師資培育課程教師之教育科技學習楷模示範與其自身科技學科教學知識發展的概況，進而探討教育科技學習楷模示範與科技學科教學知識的關係。研究者採自編「教育科技學習楷模示範問卷」與改編Schimdt 等人（2009）的「科技學科教學知識問卷」為研究工具，採立意抽樣方式選擇台灣南部五大縣市的335位公私立在職幼教老師為研究對象，以描述性統計、皮爾森積差相關、MANOVA等方式進行量化資料分析，並訪談五位具使用資訊科技工具經驗的幼教老師以瞭解其知覺師資培育課程教師楷模示範情形之質性資料，補充說明量化數據結果。
研究發現：（1）在科技學科教學知識等七項要素中，幼教老師的教學法知識、學科教學知識以及學科內容知識的發展最好；（2）幼教老師的教學經驗與教學法知識、學科內容知識以及學科教學知識具顯著正相關，而與科技知識呈顯著負相關；具有十年以上教學經驗的幼教老師，其教學法知識、學科內容知識與學科教學知識的發展較好，科技知識發展則較差；（3）幼教老師的年齡與教學法知識、學科教學知識達顯著正相關，與科技知識則呈顯著負相關；年長教師較能掌握在教學情境中採用的教學法，故其教學法知識佳，而年輕教師的科技知識能力發展則較年長教師好；（4）幼教老師的資訊科技工具使用頻率與教學法知識、科技知識、學科內容知識、科技內容知識、科技教學知識呈顯著正相關；每週使用資訊科技工具頻率達20小時以上的幼教老師，其在科技知識與科技內容知識發展上比每週使用5小時以下的幼教老師好；（5）畢業於科技大學、普通大學以及師範院校等學校類型的幼教老師在科技學科教學知識發展上無顯著差異存在；（6）教育科技學習楷模示範與科技學科教學知識的發展呈顯著正相關；（7）「數位教學策略」的教育科技學習楷模示範最能預測科技學科教學知識核心要素的發展。
研究者從教師專業成長輔導制度、幼教專業課程內容分析、資訊科技能力素養課程規劃與設立、師資培育者楷模示範及幼教資訊教育政策等方向提供具體建議，以供師資培育機構與政府機關作為未來分析與規劃幼教專業領域課程、教師專業成長研習設計與實行方式及教育政策重點規劃之參考。未來研究宜擴充研究樣本與場域、納入幼教專家學者意見以持續發展研究工具，並可從質性研究角度切入，蒐集幼教老師與師資培育者的訪談資料、課程觀察劄記等資料進行交叉分析，以瞭解師資培育者的楷模示範對教師個人專業成長歷程影響之全貌與脈絡。

This study aimed to realize the relationship between the teacher educators’ educational technology role modeling impact and the development of technological pedagogical content knowledge (TPCK) of preschool teachers in Taiwan.
Quantitative Data was collected from a sample of 335 in-service preschool teachers who teach in either public schools or private schools in southern Taiwan. Follow-up interviews were also conducted with five survey respondents. The instrument was translated and adapted from Schmidt et al. (2009) TPCK survey instrument. The five modeling technology uses by teacher educators were identified from the related literature. Data analysis methods included descriptive statistics, Pearson correlation, and MANOVA. In addition, a multiple regression was conducted with the preschool teachers’ self-assessed TPCK as the dependent variable, and the five modeling technology uses by the teacher educators the potential predictors. Findings from the study summarized as follows: (a)The development of preschool teachers’ pedagogical knowledge(PK), content knowledge(CK) and pedagogical content knowledge(PCK) are the best among the seven knowledge sub domains in TPCK.(b)The number of years of teaching experience is significantly positively correlated with preschool teachers’ pedagogical knowledge (PK), content knowledge (
CK)and pedagogical content knowledge(PCK). Besides, preschool teachers with over ten years of teaching experience have better self-assessed pedagogical knowledge(PK), content knowledge(CK)and pedagogical content knowledge(PCK) are better than those teachers with less than ten years of teaching experience.(c)A significant positive correlation was found between pedagogical knowledge(PK),and pedagogical content knowledge(PCK) and age; however, a significant negative correlation existed with technology knowledge(TK) and age. Older preschool teachers’ self-assessed pedagogical knowledge(PK) is better than younger teachers while the young preschool teachers have a better self-assessed technology knowledge(TK).(d)The frequency of using information technology is significantly positively correlated with pedagogical knowledge(PK), technology knowledge(TK), content knowledge(CK), technological content knowledge(TCK) and technological pedagogical knowledge(TPK).Preschool teachers with a frequency of using information technology above 20 hours a week have better self-assessed technology knowledge(TK) and technological content knowledge(TCK) than those with a frequency under 5 hours a week.(e)There are no significant differences between responding preschool teachers’ different college teacher education program types and the development of their self-assessed TPCK. (f) A significant positive correlation was found between teacher educators’ educational technology role modeling and the respondents’ self-assessed TPCK. (g) Digital teaching strategy is the most significant predictor to development of core element- technological pedagogical content knowledge(TPCK).
Recommendations were also provided based on the findings from this study. It’s recommended that the teacher education programs should incorporate technology components in their teacher preparation programs for preschool teachers and integrate technology across the curriculum instead of a stand-alone technology course. Besides, the design of mentoring program into the professional development should be incorporated to include both the older and younger generations for reciprocal mentoring to promote preschool teachers’ development of technological pedagogical content knowledge.

第一章 緒論
第一節 研究背景與目的………………………………………………………01
第二節 研究問題………………………………………………………………08
第三節 名詞釋義………………………………………………………………09
第二章 文獻探討
第一節 教師角色楷模示範與教師應用教育科技於教學之專業成長……… 11
第二節 科技學科教學知識(TPCK)及其相關研究……………………………20
第三節 綜合討論……………………………………………………………… 31
第三章 研究方法
第一節 研究架構與流程……………………………………………………… 35
第二節 研究對象……………………………………………………………… 40
第三節 研究工具……………………………………………………………… 43
第四節 資料處理與分析……………………………………………………… 56
第四章 研究結果與討論
第一節 幼教老師基本資料…………………………………………………… 59
第二節 幼教老師科技學科教學知識與教育科技學習楷模示範之整體發展現
況……………………………………………………………………… 63
第三節 人口背景變項與幼教老師科技學科教學知識發展之分析………… 66
第四節 教育科技學習楷模示範與幼教老師自身科技學科教學知識之關係.77
第五章 研究結論與建議
第一節 研究結論……………………………………………………………… 89
第二節 研究建議……………………………………………………………… 92
參考文獻
一、中文部分…………………………………………………………………… 97
二、英文部分…………………………………………………………………… 100
附錄
一、附錄一……………………………………………………………………… 107

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