國小新制特教實習生專業發展現況與影響因素之調查

A Study of Professional Development and Affected Factors of Special Education Pre-service Teachers in Elementary Schools under New Teacher Internship Program

徐凡格(Fan-Ko Hsu)

指導教授 ： 潘惠銘

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900701

摘要

本研究採用問卷調查法探討國小特教實習生於新制實習後，其專業發展的現況以及影響因素為何。本研究有效問卷共有214份（回收率是72.54％），以描述統計、t考驗、單因子變異數分析法和逐步多元迴歸分析法進行資料分析，經歸納後獲得以下結論：
一、國小新制特教實習生傾向於認為新制實習制度的負面影響很大，但是他們從事特教工作的意願很高，也能在實習中將職前教育的所學發揮出來，再加上實習輔導人員與實習同儕給予其許多協助，所以他們在實習需求的滿足性也很高。此外，當他們遭遇問題時，會積極的面對，並且藉由實習省思、教學檔案和參與研習等方式來解決。
二、雖然國小新制特教實習生主觀認為新制實習制度的負面影響很大，但他們在整體專業能力、六項專業能力和二十項細項專業能力三個方面，都有高等程度的提升。
三、主要實習的班級類型、教師資格檢定的影響程度、職前特教知能的運用程度、實習教授的協助程度、輔導教師的協助程度、進行教學省思的頻率、製作教學檔案的時數、參加研習活動的時數、實習需求的滿足程度、擔任特教教師的意願和積極解決問題的頻率等十一個變項對於國小新制特教實習生專業能力的提升具有顯著差異。
四、實習教授的協助程度、輔導教師的協助程度、職前特教知能的運用程度和實習需求的滿足程度四個變項能顯著的預測特教實習生整體專業能力的提升。

關鍵字

專業發展 ； 特教實習生 ； 新制實習

並列摘要

The main purpose of this study was to discuss the professional development and it’s affected factors of special education pre-service teachers in elementary schools after the new teacher internship program. A questionnaire was used to answer the research questions in this study. There were 214 (72.54%) valid returned questionnaire. Descriptive statistics, t test, one way ANOVA and stepwise multiple regression were used to analyze the data.
The main findings were as follows:
1.Special education pre-service teachers thought the new teacher internship program had negative effects on them. However, they still had high motivation for instruction of special education, and carry out what they learned from pre-service education. Besides, the assistance of mentors, professors and other pre-service teachers contributed to the great satisfaction of their requirement during the internship program. Moreover, special education pre-service teachers solved problems in positive ways by teaching reflection, portfolio and attending workshops when they met
2.Althoug special education pre-service teachers thought the new teacher internship program had negative effects on them, they improved their professional ability in totality, in six core items and twenty detail items with high level.
3.There were 11 factors affecting professional development of pre-service teachers in special education, including class types of internship, degree of influence on teacher qualification test, practical application of special education knowledge, assistance from professors, assistance from mentors, frequency of teaching reflection, time spent for teaching portfolio, time spent for in-service trainning, satisfaction of needs duiring the pre-service education, willingness to be a special education teacher and frequency of active problem solving.
4.There were four factors forecasting professional development of special education pre-service teachers, including assistance of professors, assistance of mentors, practical application of pre-service education knowledge, satisfaction of needs duiring the pre-service education.

並列關鍵字

new teacher intership program ； professional development ； special education pre-service teachers

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