特殊教育教師跨校專業發展的團體運作歷程之研究

本研究旨在探討特殊教育跨校導入方案的團體運作以發展屬於特殊教育教師的教師專業學習社群，針對參與幸福市（匿名，臺灣北部某一縣市）的特殊教育導入方案的初任教師及輔導教師，以質性研究法進行為期一年的觀察和訪談，並將之整理成觀察分析表、逐字稿與研究札記，以探討特殊教育跨校導入方案的團體運作歷程。本研究結論如下：一、特殊教育初任教師的難題主要以學校運作為主。二、特殊教育教師的工作內涵多元需同時融合普通教育與特殊教育的專業知能。三、特教初任教師和輔導教師呈現「初任─專家」發展階段。四、資深輔導教師存在專業發展上的困境。五、導入方案在運作近似學習社群，但在人際上卻更接近輔導教師制度。六、特殊教育教師參與專業學習社群的經驗參差不齊。七、初任教師與輔導教師之關係變化： 1. 初始期時初任教師與輔導教師彼此陌生，交流較少，因此專業發展和學習也就較少。 2. 中/後期的觀課輔導時期，教師之間已漸漸熟悉，互動的頻率也提高，且因為有各別指派輔導教師，專業發展和學習的交流也明顯提升，甚至部分交流已經呈現連結的狀態，產生專業學習社群建立的趨勢，但此種現象在輔導教師身上還是較少看見。最後，研究者根據研究發現對實務以及未來研究等提出相關建議，並希望透過本研究擴展國內對特教教師初任導入及教師專業社群上之研究。

關鍵字

特殊教育；初任教師；教師輔導制度；導入方案；教師專業學習社群

並列摘要

The purpose of this study was to explore the group operation model of the special education cross-school introduction program to develop the professional learning community of special education teachers. For beginning teachers and mentors who participated in the special education introduction program in Xingfu City (anonymous, a certain county in northern Taiwan). Using qualitative research methods to conduct one-year observations and interviews, then the researcher organized them into field notes, verbatim manuscripts and research notes to explore the group operation process of the special education cross-school introduction program. The conclusions of this study are as follows: a. The problem of beginning special education teachers is mainly based on school operation. b. The work of special education teachers is various and needs to integrate the professional knowledge of general education and special education at the same time. c. The beginning teachers and mentor teachers in special education presented the "beginning-expert" development stage. d. Senior mentor teachers have difficulties in professional development. e. The introduction program operates similarly to a professional learning community, but the relationship between beginning teachers and mentor teacher is more closer to the mentor teacher system. f. The experience of special education teachers participating in the professional learning community is uneven. g. The changes in the relationship between beginning teachers and mentor teachers are as follows 1. In the initial period, the beginning teacher and the mentor teacher were unfamiliar with each other and had less communication, so there was less professional development and learning in the group. 2. In the middle/late period, teachers had gradually become familiar with each other, and the frequency of interaction increased. The professional development of beginning teachers were also greatly improved due to the assignment of individual mentors. Even part of the exchanges had shown a state of connection, resulting in a trend towards the establishment of professional learning communities. But this phenomenon was still rarely seen among mentor teachers. Finally, based on the research findings, the researcher puts forward relevant suggestions on practical and future research. The researcher hopes to expand domestic research on the introduction of special education and the professional learning community of special education teachers through this research.