國小普通與特教教師專業能力之差異

Differences of Professional Competence between General and Special Teachers in Elementary Schools

沈玉玲(Yu-Ling Shen)

指導教授 ： 曾淑賢

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/cycu200900728

摘要

本研究旨在探討國小普通與特教教師自陳專業能力差異之研究，主要研究目的分別為：一、探討國小教師自陳專業能力的情形。二、分析不同背景的國小教師自陳專業能力差異情形。三、瞭解國小普通與特教教師自陳在課程設計與教學及班級經營與輔導層面上的專業能力差異。四、比較國小普通與特教教師自陳在課程規劃、教學規劃、教材呈現、教學方法、學習評量、班級經營、資源管理等七個向度上的專業能力差異。為達上述目的，本研究使用由潘慧玲等人（2004）《發展國民中小學教師教學專業能力指標之研究》發展的教師專業能力自我評鑑表為問卷調查工具。針對北部地區參與試辦教師專業發展評鑑計畫且設有特教班的公立國小隨機抽樣普通教師152人，特教教師149人，總計樣本人數301人。本研究發現：一、國小教師自陳專業能力具中等以上水準。二、國小教師自陳專業能力受年資與服務區域變項影響。三、國小普通與特教教師的課程設計與教學和班級經營與輔導層面，及其分項課程規劃、教學規劃、班級經營、資源管理等四個專業能力向度具有顯著差異，研究顯示國小普通教師前述的專業能力自陳表現較特教教師佳。

關鍵字

教師專業能力

並列摘要

This study was to explore differences of professional competence through self-statement between general and special teachers. The main purposes of the study were: First, exploring the professional competence through self-statement of general elementary teachers, second, analyzing discrepancy of teachers’ professional competence through self-statement from different backgrounds, third, understanding differences of general and special teachers’ competence through self-statement in curriculum design, teaching, classroom management, and guidance, and fourth, comparing differences through self-statement between general and special teachers in the general curriculum planning, teaching plans, teaching materials presented, teaching methods, learning assessment, classroom management, and resource management, the seven dimensions of professional competence. To achieve the objectives above, this study utilized the teachers’ developing professional competence self-evaluation scale designed by Hui-Ling Pan et al (2004) "National primary and secondary school educators teaching in the development of professional competence indicators of study" as the survey tool. This study randomly sampled total 301 teachers, 152 general elementary teachers and 149 special teachers, who participated in the pilot evaluation plan of professional development and were teaching in public elementary schools with special classes in the northern region of Taiwan particularly. According to the results of the analysis, the study found: First, general elementary teachers considered that they had professional competence above middle level. Second, general elementary teachers believed that their professional competence was affected by serving years and service areas. Third, in the aspects of the curriculum design, teaching, classroom management, and guidance and regarding of four dimensions, curriculum planning, instructional planning, classroom management, of professional competence, the study showed that the general elementary teachers regarded their professional competence better than special teachers.

並列關鍵字

Teachers’ Professional Competency

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