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

A Study on the Relationship between In-service Teacher Education and Professional Ability Growth of Special Education Teachers of Elementary Schools in Taichung City

劉怡君(I-chun Liu)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

本研究旨在探討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之研究，瞭解不同背景的特殊教育教師在職進修方式與專業知能成長差異情形，並進一步探討兩者之相關性，最後歸納研究結果，且根據研究結論提出建議，供主管教育機關、學校行政單位及特殊教育教師規劃職進修方式與專業知能成長課程之參考。
本研究係以臺中市國民小學特殊教育教師為研究樣本，採文獻分析及問卷調查法，以自編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調查問卷為研究工具，抽取303位特殊教育教師為研究樣本，回收295份問卷，回收率97.3％，有效問卷294份，可用率99.6％。將有效問卷進行統計分析，並加以討論。綜合研究結果獲致以下結論:
壹、結論
一、臺中市國民小學特殊教育教師參與在職進修式以「短期進修」意願最高，其次是「學
位進修」而「學分進修」意願最低
二、臺中市國民小學特殊教育教師整體專業知能成長屬於良好，其中以「特殊教育知識」
層面表現最佳。
三、服務年資 6-10年的臺中市特殊教育教師參與「短期進修」意願較低，而參與「學
位進修」意願較高。
四、擔任巡迴輔導班的特殊教育教師在專業知能之「溝通與協調」層面表現上比集中式
特教班的特殊教育教師佳。
五、在專業知能成長之「課程與教學」層面上，參與「學位進修」的特殊教育教師比參
與「短期進修」的特殊教育教師較佳
六、臺中市國民小學特殊教育教師今後最想參加在職進修內容為專業知能中之「課程與
教學」。
根據上述研究結論，研究者分別就主管教育行政機關、學校行政人員、特殊教育教師及後續研究等方面提出下列幾點建議：
貳、建議
一、對主管教育行政機關之建議
(一) 增加專業團隊治療及藝術治療與特殊教育相關學分進修課程內容，提升特殊教育
教師參與學分進修的意願
(二) 規劃溝通和協調的研習內容讓集中式特教班教師參加
(三) 提供階段性研習並且加強實做產出為主之課程與教學研習

(四) 開放大專院校廣設教師在職進修學位班提供年資6-10年教師參加，精進特殊教育
專業研究及探討之能力
二、對學校行政人員之建議
(一) 聘請特殊教育教師在職進修後成為教師週三研習講師並給予講師費
(二) 與社區資源結合提供特殊教育教師校外教學地點，增加特殊教育教師教學經驗
(三) 將特殊教育教師納入學年主任成員，增加與學校行政溝通管道
(四) 給予特殊教育教師公假，讓特殊教育教師能參觀其他教育機構以增加專業知能
三、對特殊教育教師之建議
(一) 年資6-10年教師應蒐集各大專院校在職進修資訊並規劃學位進修活動
(二) 參與校內外各項教學觀摩與研習活動。
(三) 將在職進修活動後所學專業知能應用於實務教學。
(四) 積極開放觀課，並進行專業知能交流。
四、對後續研究者之建議
分別就研究對象、研究方法、研究變項、研究範圍上提出未來進一步研究之參考。

關鍵字

專業知能成長 ； 在職進修方式 ； 特殊教育教師

並列摘要

The purpose of the study was to investigate the current situation and relationship between in-service teacher education and professional ability growth of special education teachers of elementary schools in Taichung city and how they are different with background variables.
The population of investigation was the special education teachers of elementary schools in Taichung city. Literature analysis and questionnaire survey were adopted at this research. A sampling survey was applied by means of the questionnaire made by the researcher. There were 303 copies of the questionnaire sent out, 295 copies retrieved and 294 copies valid. The response and availability rate was 97.3％ and 99.6％ respectively. The questionnaire was processed and analyzed by statistic software. According to the results, this study had obtained the following conclusions:
1. The elementary school special education teachers were more willing to participate in “short-term in-service education” and less willing to participate in “in-service credit education.”
2. The professional abilities of elementary school special education teachers grow well over all, especially better in "special education knowledge."
3. The special education teachers with service years of 6 to 10 were less willing to participate in “short-term in-service education” and more willing to participate in “in-service degree education.”
4. Itinerant teachers were better than the centralized special education class teachers on the professional ability of "communication and coordination."
5. On the ability of "curriculum and instruction," special education teachers participating in "in-service degree education" grow better than those in "short-term in-service education.”
6. For the future in-service education, what special education teachers would most like to participate in was the program of "curriculum and instruction."
According to the study results, suggestions were made as follows:
1. to competent educational authorities:
(1) Enrich the contents of “in-service credit education” to enhance the professional ability of special education teachers.
(2) Survey what special education teachers need for in-service education in order to provide programmatic education content.
(3) Provide periodic seminars and especially workshops with hands-on activities.
(4) Encourage special education teachers to participate in “in-service degree education” in order to enhance their professional capability of research and discussion.
2. to elementary school administrators:
(1) Establish reward system to encourage special education teachers to deliver a presentation after completing in-service education.
(2) Strengthen the connection with community resources to increase teaching experiences.
(3) Include the director of special education teachers to be the member of the grade directors to increase communication channels with the school administration.
(4) Encourage special education teachers to set up a professional community.
3. to special education teachers:
(1) Actively plan in-service education activities to meet the current teaching needs.
(2) Actively participate in various activities inside and outside of school.
(3) Actively apply professional knowledge on teaching practices.
(4) Actively open up classroom for lesson observation to exchange professional experiences.
4. for further study:
Conduct further research on research subjects, research variables, research methods, research area respectively.

並列關鍵字

professional ability growth ； teacher in-service education ； special education teacher

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