本研究邀請幼教教師進行案例工作坊，在案例工作坊中透過案例討論與案例撰寫，瞭解幼教教師參與案例工作坊的進行過程，以及其參與案例工作坊之後，在教學省思及其教學實務的表現情形。
本研究共邀情十一位研究參與者參與案例工作坊，自99年8月至101年4月進行資料收集，資料收集方式有案例工作坊之案例討論與團體訪談、研究參與者之個別訪談，以及案例工作坊網站資料、研究參與者所撰寫之案例，歷次討論案例之回饋與分析、教學紀錄等文件檔案。案例工作坊共進行六次案例討論、以及四次討論研究參與者所撰寫之案例。
案例工作坊的進行依討論內容之不同分為三個階段，第一階段為案例討論期，為討論已出版之案例。第二階段為案例撰寫準備期，此時期為舒緩研究參與者撰寫案例以及分析、回饋之壓力，邀請曾經寫過案例的研究參與者分享其案例與撰寫歷程。第三階段為案例撰寫討論期，研究參與者分享其撰寫之案例。
研究發現，案例工作坊運作方式的改變受到參與人數、工作坊之書寫壓力的影響。而案例討論之深度受研究參與者年資、教學經歷、研究參與者之間的互動以及案例之選擇與撰寫之案例有關。
案例教學法促進幼教教師省思，進而在教學實務中行動改進教學。研究參與者透過案例討論與撰寫在教學省思方面有親師溝通、與合班教師互動、特殊幼兒輔導以及幼教相關制度和自己所處園所的環境。研究參與者在省思之後實際付諸行動而增進其教學實務方面，有親師溝通、與合班教師互動、特殊幼兒輔導、重視記錄等。案例教學法也幫助教師思考教學情境中不同角色的立場和積極面對與處理教學上的人事物。教師省思的層次涵蓋教學行為、信念、自己與他人關係以及自己的思考和學習方式
期待本研究進行案例工作坊之經驗，能提供未來欲進行案例教學法以及相關研究的參考，也期待能鼓勵教育相關單位推廣並進行案例教學法，讓幼教實務工作者將自己的教學故事傳承下來，並藉由案例討論與分享促進其專業成長。
關鍵字　案例教學法　案例工作坊　教師專業成長　教學省思　教學實務

This study aimed to examine how a case workshop promotes teaching reflection and teaching practices of early childhood teachers. To this goal, the researcher invited eleven early childhood in-service teachers to attend case workshop. With the help of case discussions and case writing, the researcher attempted to understand these teachers’ participation process in the workshop as well as their teaching reflection and teaching practices after workshop attendance.
Eleven participants were invited to take part in the workshop. Data collection was carried out between August 2010 and April 2012. The sources of data included case discussions and group interviews during the workshop, individual interviews with participants, materials from the workshop website, cases written by participants, feedbacks and analyses on case discussions, and teaching records. The workshop carried out six discussion sessions on published cases and four on cases written by participants.
The workshop was held in three stages. Stage One focused on the discussions of published cases while Stage Two was the preparation　period for case writing. To alleviate the pressure on all the participants to write cases, engage in analyses, and provide feedbacks, the participants with case writing experiences were invited to share their experiences. Stage Three was dedicated to the sharing and discussion of cases written by participants themselves.
The study discovered that the workshop was subject to the number of participants and the pressure of writing cases. The depth of discussions was determined by a number of factors: seniority of participants, teaching experience, interaction among participants, choice of cases, and cases being written.
Case workshop proved to encourage teaching reflection and subsequently improve teaching practice. Through case discussions and writing, participants reflected on teacher-parent communication, interaction with cooperative teachers, support for special children, early childhood education system, as well as the working and teaching environment they were in. Teaching reflection involved self-reflection on the practice, belief of teaching, on interpersonal relationship, and on one's own ways of thinking and learning.
Improvement in teaching practice was observed in teacher-parent communication, interaction with cooperative teachers, support for special children, and a higher level of emphasis on observation records. Case method also helped teachers understand how it was like to be in other people’s positions in a teaching scenario and develop a positive attitude towards all involved in teaching.
It is hoped that this study will serve as a useful reference for future studies on case method and relevant subjects. It is also hoped that this study will encourage educational institutions in the field of early childhood education to promote and adopt case method so that early childhood education practitioners could pass on their experiences and enhance their professional development via case discussions and sharing.
Key words: case method,case workshop, teacher professional development, teaching reflection, teaching practice

壹、中文部分
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