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題名 | 特殊教育教師專業知能發展的需求評估= |
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作者 | 蔡崇建; |
期刊 | 特殊教育研究學刊 |
出版日期 | 19940600 |
卷期 | 10 1994.06[民83.06] |
頁次 | 頁103-117 |
分類號 | 529.5 |
語文 | chi |
關鍵詞 | 特殊教育; 教師專業知能; |
中文摘要 | 本研究旨在探討在職特殊教育教師專業知能發展的需求取向及其差異。需求分析係根據專業知能相對重要程度和配對熟知程度的評定,以及這兩項評定間所產生的心理計量差距等三項量數,進行專業知能領域及其專業知能間內在差異的比較分析。研究對象為臺灣師大特教所暑期班學員88位,研究工具為「特殊教育教師專業知能問卷」。調查結果顯示特殊教育教師在八項專業知能領域中的「課程設計」及「診斷評量」兩領域上有較大的專業發展空間和需要;其次,根據六十項專業知能的需求分析,針對相對重要程度較高且其熟知程度較高、重要程度較高但其熟知程度較低,以及重要程度較低且其熟知程度亦低的專業知能,研究者提出一個以「能力本位」為導向的三層次教師在職訓練課程發展的初步架構,以作為特殊教育教師在職訓練課程設計及後續研究的參考。 |
英文摘要 | The present study was designed to investigate the needs of competencies perceived by teachers of special education for their continuing professional development, and has attempted to construct the curriculum context for the teacher INSET training. Sixty topic-type competency statements representing basic domains of professional competencies, which were categorized in- to eight kinds of professional competency areas: Foundation Knowledge of Special Education, Curriculum Development, Teaching Strategies, EduPsychological Assessment, Guidance and Be haviour Management, Health and Medical Care, Communication skills, and Parents Education. The analysis was based on the ratings of importance and acquirement of the competencies to find out the priorities in each professional area and competency which is needed to be developed in the future teacher training. A total of 88 special education teachers who are part-time postgraduate students in NTNU, were surveyed as subjects. A Likert-type questionnaire "Professional Competencies Inventory for Special Education Teachers" was conducted. The results indicated that two kinds of profession- al competency areas, Curriculum Development and EduPsychological Assessment, were regarded as priorities in the continuing professional development for special education teachers. In addition, based on the analysis of sixty professional competencies, a three levels of competency- based INSET training course for special education teachers was suggested. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。