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  • 學位論文

我國職校特殊教育師資在職進修制度之研究

指導教授 : 方炎明
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摘要


本研究意在調查高職特教班(輕度智障班)教師參加在職進修的動機需求與對現行制度之看法,以資作為改進在職進修規劃之參酌,本問卷,名為「高職特教班師資在職進修問卷」。 調查問卷共發出300多份,收回有效率為八成,計240份。本研究以電腦軟體SPSS 8.0英文版為工具,以p<.05為顯著水準分析進行crosstable卡方(X2)考驗檢定,先求出不同背景之高職特教班教師填答反應之次數和百分比,再採用卡方檢定以考驗不同的年資、修習特教學分、目前職務和教育背景之特教班教師對各個題目看法的差異之顯著性。經統計分析結果,獲得下列之結論如下: 1.絕大多數高職特教班教師受訪者(以下簡稱「受訪者」)同意參加教師在職進修是有必要的,同時也是教師的權利和義務。所以他們對於教師在職進修的需求性甚高。 2.近半數受訪者認為「目前教師進修機會不多」。 3.多位受訪者認為校內為本位教師研習對教學很有幫助,而且漸形風氣。 4.約半數受訪者認為一般主管教育機關對高職特教班教師在職進修不遺餘力且很用心。 5.比較多的受訪者同意把教師進修與教師分級制合併討論;同時也認為一學年之中至少參加研習18小時是應該的。 6.將近半數受訪者同意特教共同必修科目為8學分之規定。 7.近八成受試者贊同休假進修制度。 8.受訪者中贊成比不贊成者多出13%同意使用者付費方式進修。 9.多數受訪者認為在職進修之主要目的為專業知能之增進。 10.大部分受訪者認為教師在職進修最確實有效方式為赴各大學修學分(位)。 11.大部分受訪者認為參加校內在職進修最佳方式為專家演講。 12.大部分受訪者認為自我研修是傾聽專家演講。 13.大部分受訪者認為在職進修課程為教學方法、技巧。 14.大部分受訪者認為參加教師在職進修之費用應該由政府全額補助或補助自理各半,才算合理。 15.大部分受訪者認為若申請報名參加在職進修,應以服務教學年資較久者優先。 16.不願參與進修原因為個人之家庭因素。 17.大部分受訪者希望在職進修之安排是地點在各地區之特教中心及課程應實際應用教學。建議 1.給教師們 積極主動參與進修及加強自我研修。 2.對教育行政當局及學校的建議 (1)以「學校為本位」模式進行。 (2)提前公佈進修資訊或利用電腦媒體與網路進修系統以供進修研習。 (3)進修方式採互動式研討及實務為導向的課程,尤其是特教班內容應有別於一般課程。 (4)設統籌計劃、協調之機制單位如地方性教師研習中心、特教資源中心;職校與業界合流,以整合在職進修之體系;同時事前評估效益、事後課後評鑑。 (5)試行教師休假進修制度。 (6)機動性修改研習進修條文及法源,以減少進修阻礙因素。 3.在研究上的建議 (1)擴及其他中、重度之特教或國中啟智班,以及特教教師之第二專長之研修之論題。 (2)可採深度訪談方式達「質的研究」與「量的研究」兩者一起併用。 The purpose of this study was to explore the motivations of the in-service education of teachers of mild retarded classes in vocational high schools. Among the 300 distributed questionnaires, 240 copies making up 80﹪ of the total samples. The major statistical method used in research was crosstable Chi-square Test (X2 Test)inspecting in which after the literature rieview, the main findings of this study were listed as follows: Conclusion 1.Most of the teachers agree the fact which it’s high-necessary and previlge and obligation for them to participate in in-service education. 2.Half of them consider that the opportunity of in-service education is not so much nowadays. 3.Many of them consider that the school-based in-service is helpful and the atmosphere is much prevailing. 4.About half of them agree that the authorities’ attitudes are positive and endeavor hard for the in-service education. 5.More teachers agree that it would combine the in-service and the teacher grades of service system and take participate in the in-service 18 hours at the least during two semesters. 6.Half of them agree the special common required subjects are 8 credits. 7.Next to 80% of them agree the taking leave for the in-service education. 8.More agreers to self-pay for in-service education. 9.Many of them consider that the order of the purpose of the in-service is to promote the professional nowledge. 10.Most of them consider the surest and available way for the in-service education is to go to college to study for the credit(or degree). 11.Most of them consider the best way of the school-based in-service education is expert’s lecture. 12.Most of them consider the self-study is to listen to expert’s lecture. 13.Most of them consider the in-service course is teaching approach, skills. 14.Most of them consider that they anticipate the in-service education cost should be subsidized all or half. 15.Most of them consider if they put forth application of to the in-service education, the priority condition is teaching ages or job nowadays. 16.Most of them have no interest to take participate in-service education the reason is the individual, house factors. 17.Most of them hope the in-service education is place:the Special Education Center in local courses:actual and applied for teaching. Proposal Items 1.To teachers Teachers ought to anticipate the in-service education positively and for self-improvement. 2.To the authorities or schools (1)to fulfil and strength the functions of the self-school based in-service education systems. (2)to promulgate the information of in-service education beforehand or to use the computer medium and internet for in-service education system. (3)to offer the course by mutual discussion and actual oriented style included, especial to the special class contents which are not the same as the general’s. (4)to play the role positively for the in-service education so they should plan and estimate and coordinate as to establish the units such as the Teacher In-service Education Center, the Special Education Resource Center;to combine the enterprise;to value the profit beforehand and value again afterwards. (5)to consider planning the schemes of taking on leave for in-service education. (6)to revise the laws of in-service education at the right time so as to eliminate the obstacle factors of the teacher in-service education. 3.On other research (1)to enlarge the range:medium, mentally retarded special education or the special education classes in junior high school;and the topic for the teacher’s second expert. (2)to adopt the inner-visting to combine the qualitative study.

並列摘要


The purpose of this study was to explore the motivations of the in-service education of teachers of mild retarded classes in vocational high schools.   Among the 300 distributed questionnaires, 240 copies making up 80﹪ of the total samples. The major statistical method used in research was crosstable Chi-square Test (X2 Test)inspecting in which after the literature rieview, the main findings of this study were listed as follows: Conclusion 1.Most of the teachers agree the fact which it’s high-necessary and previlge and obligation for them to participate in in-service education. 2.Half of them consider that the opportunity of in-service education is not so much nowadays. 3.Many of them consider that the school-based in-service is helpful and the atmosphere is much prevailing. 4.About half of them agree that the authorities’ attitudes are positive and endeavor hard for the in-service education. 5.More teachers agree that it would combine the in-service and the teacher grades of service system and take participate in the in-service 18 hours at the least during two semesters. 6.Half of them agree the special common required subjects are 8 credits. 7.Next to 80% of them agree the taking leave for the in-service education. 8.More agreers to self-pay for in-service education. 9.Many of them consider that the order of the purpose of the in-service is to promote the professional nowledge. 10.Most of them consider the surest and available way for the in-service education is to go to college to study for the credit(or degree). 11.Most of them consider the best way of the school-based in-service education is expert’s lecture. 12.Most of them consider the self-study is to listen to expert’s lecture. 13.Most of them consider the in-service course is teaching approach, skills. 14.Most of them consider that they anticipate the in-service education cost should be subsidized all or half. 15.Most of them consider if they put forth application of to the in-service education, the priority condition is teaching ages or job nowadays. 16.Most of them have no interest to take participate in-service education the reason is the individual, house factors. 17.Most of them hope the in-service education is place:the Special Education Center in local courses:actual and applied for teaching. Proposal Items 1.To teachers  Teachers ought to anticipate the in-service education positively and for self-improvement. 2.To the authorities or schools  (1)to fulfil and strength the functions of the self-school based in- service education systems.  (2)to promulgate the information of in-service education beforehand or to use the computer medium and internet for in-service education system.  (3)to offer the course by mutual discussion and actual oriented style included, especial to the special class contents which are not the same as the general’s.  (4)to play the role positively for the in-service education so they should plan and estimate and coordinate as to establish the units such as the Teacher In-service Education Center, the Special Education Resource Center;to combine the enterprise;to value the profit beforehand and value again afterwards.  (5)to consider planning the schemes of taking on leave for in-service education.  (6)to revise the laws of in-service education at the right time so as to eliminate the obstacle factors of the teacher in-service education. 3.On other research  (1)to enlarge the range:medium, mentally retarded special education or the special education classes in junior high school;and the topic for the teacher’s second expert.  (2)to adopt the inner-visting to combine the qualitative study.

並列關鍵字

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被引用紀錄


Jen, C. S. (2003). 國民小學身心障礙資源班教師專業成長之研究-以知能分析和方案規劃為例 [doctoral dissertation, National Taiwan Normal University]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719134504
刁秀英(2006)。高職特教班教師利用教學資源中心融入教學需求之研究~以臺北市公立高職為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716122581
楊淑美(2008)。臺北市高職特教教師在職進修現況之研究〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0006-0107200822244100
鄭文喬(2011)。高中職綜合職能科餐飲教學實施現況與教師專業發展需求之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315233131
劉怡君(2015)。臺中市國民小學特殊教育教師在職進修方式與專業知能成長關係之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614014061

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