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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
書刊名：特殊教育學報
作者：林千惠／盧台華
作者(外文)：Lin, Chien-hui／Lu, Tai-hwa
出版日期：1999
卷期：13
頁次：頁281-310
主題關鍵詞：教育行政人員；國中；身心障礙類師資培育
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:22
  • 點閱點閱:24
　　　　　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。
　　　　　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.
期刊論文
1.May, D. C.、Kundert, D. K.(1996)。Are special educators prepared to meet the sex education needs of their students?: A progress report。The Journal of Special Education，29(4)，433-441。  new window
2.黃國榮(19930600)。國民中學啟智班教師教學關注與教學基本能力之研究。特殊教育學報，8，107-141。new window  延伸查詢new window
3.王文科(19950600)。以特殊教育指標為本位衡鑑臺灣地區國民中小學啟智教育的發展。特殊教育學報，10，1-25。new window  延伸查詢new window
4.何華國(1991)。啓智教育教師專業能力及進修需求。特殊教育與復健學報，1，229-260。  延伸查詢new window
5.林麗華(19890900)。我國特殊教育師資訓練之昨日、今日與明日。特殊教育季刊，32，4-9。new window  延伸查詢new window
6.周台傑(1995)。論我國特教師資之規晝。特教新知通訊，2(4)，1-2。  延伸查詢new window
7.陳琦(19950300)。美國智能障礙師資課程的變化趨勢。特教新知通訊，2(5)，3-4。  延伸查詢new window
8.Blanton, L. P.、Blanton, W. E.、Cross, L. S.(1994)。An exploratory study of how general and special education teachers think and make instructional decisions about students with special needs。Teacher Education and Special Education，17(1)，62-74。  new window
9.Browning, P.、Dunn, C.(1994)。Teacher preparation with an emphasis at the secondary level。Alabama Council for Exceptional Children Journal，11(1)，13-23。  new window
10.Buck, G.、Morsink, C.、Griffin, C.、Hines, T.、Lenｋ, L.(1992)。Preservice training: The role of field-based experiences in the preparation of effective special educators。Teacher Education and Special Education，15，108-123。  new window
11.Center, D. B.、Obringer, S. J.(1986)。Curriculum topics for special education teacher preparation。Journal of Teacher Education，37(1)，51-54。  new window
12.Courtnage, L.、Smith-Davis, J.(1987)。Interdisciplinary team training: A national survey of special education teacher training programs。Exceptional Children，53(5)，451-458。  new window
13.Fox, L.、Williams, D. G.(1992)。Preparing teachers of students with severe disabilities。Teacher Education and Special Education，15(2)，97-107。  new window
14.Hoover, J. J.(1986)。Undergraduate special education teacher training programs in comprehensive and noncomprehensive schools: Phase 1。Teacher Education and Special Education，9(4)，202-209。  new window
15.Mastropieri, M. A.(1989)。Using general education teacher effectiveness literature in the preparation of special education personnel。Teacher Education and Special Education，12，170-172。  new window
16.McLaughlin, M. J.、Valdivieso, C. H.、Spence, K. L.、Fuller, B. C.(1988)。Special education teacher preparation: A synthesis of four research studies。Exceptional Children，55(3)，215-221。  new window
17.Miller, S. R.、Sabatino, D. A.、Larsen, R. P.(1980)。Issues in the professional preparation of secondary school special educators。Exceptional Children，46(5)，344-350。  new window
18.Swallow, R.(1990)。The future of training programs for teachers of the visually impaired: A commitment of life-long learning。RE:view，22(2)，13-22。  new window
19.Young, C. C.、Gable, R. A.、Hendrickson, J. M.(1989)。An ecological perspective to training teachers of the behaviorally disordered: Where are we now?。Behavioral Disorders，15(1)，16-20。  new window
20.邢敏華(19980600)。臺灣區啟聰學校教師之教學溝通行為與所需具備之專業能力調查。特殊教育與復健學報，6，103-123。new window  延伸查詢new window
21.林孟宗(19790500)。特殊教育師資專業能力分析研究。新竹師專學報，5，125-212。  延伸查詢new window
22.張蓓莉(19940300)。論特殊教育教師及專業人員之培育。特教新知通訊，1(7)，1-2。  延伸查詢new window
23.林寶貴(19970600)。特教師資培育制度與課程。教育資料集刊，22，207-234。new window  延伸查詢new window
研究報告
1.何東墀(1992)。我國特殊教育師資培育與進修管道之研究。臺北：教育部教育研究委員會。  延伸查詢new window
2.毛連塭(1992)。台灣地區未來六年（八十年至八十五學年度）國小特殊教育師資供需情形之推估研究。臺北：教育部。  延伸查詢new window
3.施耀昇、何素華、盧明、賴翠媛(1996)。特殊兒童教材較法與特殊教育實習之統整與評量之研究。嘉義：國立嘉義師範學院。  延伸查詢new window
4.Moulton, R. D.、Roth, R. A.、Winney, B.(1983)。State certification standards and reciprocity for teachers of the beaming impaired。Washington D. C.：Annual of American Deaf。  new window
學位論文
1.曾愛晶(1995)。臺灣省國民中學啟智班試用教師進修需求調查研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.黃瑞珍(1993)。資源教室的經營與管理。臺北：心理。  延伸查詢new window
2.Clifford, G. J.、Guthrie, J. W.(1988)。ED School: A brief for professional education。Chicago：The University of Chicago Press。  new window
3.張蓓莉(1992)。台灣地區未來六年（八十至八十五學年度）國中特殊教育師資需求推估研究。台北：教育部教研會。  延伸查詢new window
4.教育部(1995)。中華民國身心障礙教育報告書--充分就學、適性發展。台北：教育部。  延伸查詢new window
5.Blackbourn, J. M.、Baum, D.(1986)。An examination of "critical teaching skills" present and absent in first year special education teachers。  new window
6.Ellsworth, N. J.(1992)。Types of instructional strategies modeled in urban teacher education courses。  new window
7.Gerke, R. E.(1994)。The dream team! A multi-level curriculum for developing a rural transdisciplinary team training model。  new window
8.Gickling, E. E.(1984)。Educators' preferences for teacher training: A survey of teachers, teacher trainers and school administrators from seven western states。  new window
9.Greener, J. W.、Thurlow, M. L.(1982)。Teacher opinions about professional education training programs。  new window
10.Kourilsky, M.、Quaranta, L.(1987)。Effective teaching: Principle and practice。Scott, Foresman and Co.。  new window
11.McEneaney, J. E.、Sheridan, E. M.(1993)。Evaluating the effectiveness of an undergraduate teacher education program。  new window
12.Miller-Jacobs, S.、Moreland, H.(1988)。The integrated professional program: A field-based elementary and special education teacher preparation program。  new window
13.Sullivan, E. A.(1993)。A preparation program for quality teachers。  new window
14.Ysseldyke, J. E.、Algozzine, B.(1995)。Special education: A practical approach for teachers。Boston, MA：Houghton Mifflin Company。  new window
15.Council for Exceptional Children(1995)。What every special educator must know: The international standards for the preparation and certification of special education teachers。Reston, Va.：The Council for Exceptional Children。  new window
16.Silberman, Charles E.(1970)。Crisis in the classroom: the remaking of american education。Random House。  new window
單篇論文
1.Osher, D.(1993)。Learning disabilities: Learner-centered approaches, Training packet for a three-section workshop(ED 368 943)。  new window
2.Shaw, S. F.，Shaw, S. R.(1987)。Learning disability college programing(ED 290 253)。  new window
其他
1.郭為藩，教育部(1995)。全國身心障礙教育會議實錄，臺北市：教育部。  延伸查詢new window
圖書論文
1.翁福元(1996)。九〇年代初期臺灣師資培育制度改革的反省：結構與政策的對話。師資培育制度的新課題。臺北：師大書苑。  延伸查詢new window
2.王家通(1996)。我國師資培育制度的比較教育學分析。師資培育制度的新課題。台北：師大書苑。  延伸查詢new window
3.陳伯璋(1996)。一般大學教育學程的檢討與展望討論文。師範教育的挑戰與展望。台北：師大書苑。  延伸查詢new window
4.陳榮華(1992)。智能不足領域的研究重點與方法。智能不足研究：理論與應用。台北：師大書苑。  延伸查詢new window
5.張春興(1991)。我國中小學師資培育制度改革意見之調查研究。世界各主要國家師資培育制度比較研究。臺北市：正中書局。  延伸查詢new window
 
 
 
 
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