摘要：This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival sages of teacher development;they had had the same preservice experience. Data were ollected by semi-structured in-depth interviews,paricipant observation, researcher's field notes,and document collection. Five themes emerged as first year teachers' struygles and strategies for survival : (1) caring for children's daily lives Vs. responsibility for formal education, (2) planned lssons Vs. ease in teaching,(3) agreement or disagreement on philosophy of running the education program,(4) paradox of teacher empowerment,(5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.
