The study on Teacher Professional Development Evaluation for Elementary Special Education Teachers in Taichung County

• Main Authors: Tseng Li-Chin, 曾麗卿
• Other Authors: Wang Ming-Chiuan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/8p8q93

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 99 === The purpose of the study was to investigate the opinions of elementary special education teachers on teacher professional development evaluation in Taichung County and explored the current impact on the level of participation, the feasibility of implementation and the establishment of evaluation indicator for special education teachers. Through literatury reviews and the questionnaire designed by Shixion Gao (2009), "The Teacher Professional Development Evaluation for Elementary and Junior High School Special Educational Teachers in Yunlin County", were as the research tool, 374 sampling special educational teachers and 300 valid ones. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method. The main conclusions of this study were as follows: 1. The impact of special education teachers to participate on teacher profession development evaluation factors, the appraiser and mentor teacher with profession or not were the highest. 2. The teachers with different background, participation in situation, impact the level of participation had the existence of significant differences. 3. The feasibility of implementation of special education teachers to participate on teacher professional development evaluation factors, established the personal resources bank of special education appraiser and mentor teacher by the county government was the highest. 4. The teachers with different background, classes of special education, participation in situation, impact the level of participation had the existence of significant differences. 5. There were 14 indicators of the teacher professional development evaluation for special education teachers to be chosed and used. Suggestions based on the above conclusions were offered to the educational administration agences, the elementary schools, special education teachers and the follow-up study.