A Study of professional roles and professional competency for Special Education School vocational guidance personnel.

• Main Authors: Mine-chun Tom, 涂敏群
• Other Authors: Chien-chong Jean
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/63453709551930521136

碩士 === 國立中正大學 === 勞工所 === 96 === Abstract The purposes of this study are to explore the professional roles of vocational guidance personnel, in special educational schools, and relative professional competencies. Mailed questionnaire is applied for collecting quantitative data from vocational guidance personnel, administrative staffs, and teachers of graduating classes. The author also interviewed parents and employers to collect qualitative data. The major conclusions of this study are: 1.Vocational guidance personnel were expected to perform multiple roles from themselves, administrative staffs, teachers, and parents. 2.Based on the possessed professional competencies, the vocational guidance personnel were not able to perform their professional roles successfully. 3.There were substantial gaps between vocational guidance personnel’s professional roles and competencies possessed. 4.Due to poor job security, capable applicants were reluctant to work as vocational guidance personnel. Based on the conclusions, the author suggests that: 1.The Ministry of Education should establish job aids for vocational guidance personnel, offer in-service training programs, set up vocational guidance work teams in special education schools, and redesign the curricula in special education. 2.The special education schools should integrate the resources of employment in nearby community. 3.The special education schools should promote peer-mutual-support to help vocational guidance personnel fulfill multiple professional roles. Key words: vocational guidance personnel, professional roles, professional competency