學校教育的成功與否，和教師的素質很有直接關係。師資之良，除了由教師的氣質、精神、品格等評定外，亦包括教師之專業知識、技能及態度。因此，稱職的幼稚園教師，除了必須熟知幼兒教育之專業理論，以及富有教育熱誠和理想外，更必須具備良好的教育專業能力與危機處理能力，瞭解如何運用教學方法來指導學生學習，提高學習效果，並將意外事件發生機率降至最低及妥善處理危機，俾能建立安全的學習環境。
本文首先探討對於教師專業能力的意義、專業能力指標之建構方法進行探討，進而參酌文獻整合提出幼稚園教師專業能力指標建構模式，並透過文獻探討研擬出幼稚園教師專業能力指標內涵，提供後續研究者採用適當方法確立幼稚園教師專業能力指標的權重體系，以作為教師、幼稚園和主管教育行政機關之參考。
The success of school education is quite directly related to the teacher’s quality. In addition to evaluating from the teacher’s temperament spirit, and character, the judgment of the teacher’s good or awkwardness also contains the teacher’s professional knowledge, skills, and attitude. Hence, the qualified kindergarten teachers shall be equipped with excellent pedagogical and crisis control competencies besides being well acquainted with knowing how to exert teaching methods to instruct students, heighten the learning effects and construct safe learning environment.
First, this article explored the meaning of teacher professional competency, indicator constructing methods and models, then proposed indicator constructing methods of professional competency and developed content of the indicators of professional competency for kindergarten teachers. Lastly, the model and indicators may be as a reference for teachers, kindergartens, administrations agency, and further researchers.
