特殊教育學校教師專業知能發展現況之研究

The Research of the Variables on Special Education Teacher's Background towards the Professional Knowledge Development

陳建維(Chien-Wei Chen)

《障礙者理解學刊》 18卷2期 (2022/06) Pp. 63-92

https://doi.org/10.6513/JUID.202206_18(2).0003

摘要

本研究旨在探討特殊教育學校教師專業知能發展之狀況。本研究使用自編研究工具，編製時參考相關文獻和調查表內容所列之項目彙編「特殊教育學校教師專業知能發展量表」。調查對象為全國特殊教育學校抽取849位特殊教育教師為正式研究之樣本，回收690份有效問卷，有效回收之問卷比率81.3%。研究結果如下：一、特殊教育學校教師專業知能發展之現狀：課程知識與教材編選知能層面、教材教法與多元評量的知能層面、班級經營與學生輔導知能層面、教師的一般能力層面、自省與創新成長的能力層面，各層面皆具有中等以上的良好程度，其中以班級經營與學生輔導知能層面程度最高。二、不同背景變現之影響分析：1.在不同「性別」、「學歷」、「學校類別」、「任教地區」、「任教階段」方面，特殊教育學校教師專業知能發展層面及全量表不因不同背景變項而有所差異。2.在不同「任教年資」方面，課程知識與教材編選知能層面、教材教法與多元評量的知能層面、教師的一般能力層面、自省與創新成長的能力層面、專業知能發展全量表有達顯著差異。3.在不同「特教專業」方面，課程知識與教材編選知能層面、教材教法與多元評量層面、專業知能發展全量表達顯著差異。4.在不同「教師資格」方面，自省與創新成長層面有達顯著差異。根據研究結果，研究者提出建議，以作主管教育行政機關、學校、資源班業務承辦人及未來研究之參考。

關鍵字

特殊教育學校 ； 教師 ； 專業知能發展

並列摘要

This thesis aims to discuss the status quo and influence of the variable on teacher background towards professional knowledge development. The study is based on the self-editing research instruments from the references and thesis, to compile the scale of the teacher's professional knowledge development at the special school. A total number of 849 special education teachers were selected from the research population of 1,634, to be samples for the formal study; besides, 690 questionnaires were valid. The outcome of the study comes as follows. I. The status quo of the special education teacher's professional knowledge development: including the proficiency phases from course knowledge and editing teaching materials, teaching methods and materials as well as multiple assessment, class management and student guidance, teacher's capability, introspective ability and innovative growth etc., each phase demonstrates favorable characteristics above average. The following results are based on variation analysis of different backgrounds. II. Analysis of the variables from different backgrounds: 1. Among the variable from the different genders, the teacher's knowledge development at the special school would not be different regarding different genders. 2. According to the variable of different teaching tenure, the whole scale from course knowledge and editing teaching materials, teaching methods and materials as well as multiple assessments, teacher's general ability, introspective ability and innovative growth shows prominently different. 3. The variable of the different academic degrees shows no difference. 4. Among the variable of the different special educational professions, the whole scale from course knowledge and editing teaching materials, teaching methods and materials as well as multiple assessment, professional knowledge development demonstrates prominently different. 5. Among the variable of the different school categories, a teacher's professional knowledge development shows no difference. 6. Among the variable of the different teaching areas, there is no difference in the teacher's professional knowledge development. 7. Among the variable of the different teaching stage, there is no difference in the teacher's professional knowledge development. 8. Among the variable of different teacher's qualifications, the phase of the introspective ability and innovative growth illustrates a prominent difference. According to the report, the researcher suggested that these analyses be the references to the educational administrations, schools, case officers of special education classroom and future research.

並列關鍵字

special school ； professional knowledge development