A Study of Professional Development and Affected Factors of Special Education Pre-service Teachers in Elementary Schools under New Teacher Internship Program

• Main Authors: Fan-Ko Hsu, 徐凡格
• Other Authors: Huey-Ming Pan
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/63462287334599725539

碩士 === 中原大學 === 教育研究所 === 97 === The main purpose of this study was to discuss the professional development and it’s affected factors of special education pre-service teachers in elementary schools after the new teacher internship program. A questionnaire was used to answer the research questions in this study. There were 214 (72.54%) valid returned questionnaire. Descriptive statistics, t test, one way ANOVA and stepwise multiple regression were used to analyze the data. The main findings were as follows: 1.Special education pre-service teachers thought the new teacher internship program had negative effects on them. However, they still had high motivation for instruction of special education, and carry out what they learned from pre-service education. Besides, the assistance of mentors, professors and other pre-service teachers contributed to the great satisfaction of their requirement during the internship program. Moreover, special education pre-service teachers solved problems in positive ways by teaching reflection, portfolio and attending workshops when they met 2.Althoug special education pre-service teachers thought the new teacher internship program had negative effects on them, they improved their professional ability in totality, in six core items and twenty detail items with high level. 3.There were 11 factors affecting professional development of pre-service teachers in special education, including class types of internship, degree of influence on teacher qualification test, practical application of special education knowledge, assistance from professors, assistance from mentors, frequency of teaching reflection, time spent for teaching portfolio, time spent for in-service trainning, satisfaction of needs duiring the pre-service education, willingness to be a special education teacher and frequency of active problem solving. 4.There were four factors forecasting professional development of special education pre-service teachers, including assistance of professors, assistance of mentors, practical application of pre-service education knowledge, satisfaction of needs duiring the pre-service education.