頁籤選單縮合
題 名 | 教育行政人員對國中階段身心障礙類師資培育相關議題看法之研究=A Study of Administrators' Opinions Regarding the Teacher Preparation Program in Secondary School Level for Students with Disabilities |
---|---|
作 者 | 林千惠; 盧台華; | 書刊名 | 特殊教育學報 |
卷 期 | 13 1999.06[民88.06] |
頁 次 | 頁281-310 |
分類號 | 529.68 |
關鍵詞 | 教育行政人員; 國中; 身心障礙類師資培育; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討我國教育行政人員對現行國中身心障礙類特教師資培育制度及相 關議題之看法。 研究者以自行發展的問卷及訪談題綱進行質量並重的調查研究。 共計發出 324 份問卷至各縣市教育局、附設特殊班之各國中、特殊學校等教育單位並分別由學管課長 、各校教務主任、輔導主任或特教組長等進行填答,問卷回收率高達 91.67%。 藉由第一階 段的回收問卷分析結果,本研究進一步訪談 25 位問卷填答者,為問卷量化資料作更深入的 探討。研究結果顯示近七成之教育行政人員皆較認同多元化師資培育制度,樂於見到由各種 管道共同負責培育特教師資,但仍較傾向由師範院校主導師資培育制度及課程的規劃。此外 , 有 77.1% 的教育行政人員認為特教師資培育最好在大學階段養成,而非透過短期學分進 修方式取得任教資格。 在特教師資培育目標上,絕大多數教育行政人員特別強調專業精神之培養及教學知能之訓練 。教育行政人員認為能了解特殊學生的教學方法及其身心發展特質、具有特教專業信念與意 願、能擬定與執行 IEP、以及能評量診斷學生需求等是身心障礙類特教教師最重要的教師能 力。 至於對未來師資培育課程的規劃方向,約有七成至八成之教育行政人員主張應特別強調未來 教師對身心障礙學生生涯規劃、職業訓練、以及社區適應能力的強化,並建議增列上述內容 為必選修科目,或於相關課程內容及實習活動中特別加以學習與演練。此外,重視特教師資 品質的提昇,以及符應身心障礙教育多元化的需求,則是教育行政人員對未來師資培育制度 整體改進的建言。 |
英文摘要 | The purpose of this study was to investigate how school administrators viewed special education teacher preparation program in the secondary level. 324 school administrators received a self-designed questionnaire to survey the opinions. Following the questionnaire survey, a semi-structured interview was then conducted to collect in depth information regarding the research questions from 25 questionnaire respondents. The findings were as follows: (1) In terms of the relevant program in special education teacher preparation, the majority of the respondents suggested that teachers should be prepared through a variety of channels instead of sorely depending on normal universities or teacher colleges to do so. (2) In terms of the goals of special education teacher preparation, most of the respondents comment that more efforts should be placed on cultivating the professional sentiment as well as the capabilities to conduct effective teaching. (3) About 90% of the respondents identified the knowledge of a variety of effective teaching methods and the development of handicapped children, as well as the willingness to devote oneself into the field were the most important capabilities that a teachers for students with disabilities should have. To design IEPs, to conduct educational diagnosis, and to deal with students' problem behaviors, were also considered as the most important capabilities of special education teacher for students with disabilities. (4)70% to 80% of the respondents suggested that future adaptation in curriculum of the secondary special education teacher preparation program should be focused on topics such as career planning, related job skills training, as well as community-based programming for adolescents with disabilities. |
本系統中英文摘要資訊取自各篇刊載內容。