| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 103 === This study aimed to explore the possess and importance, as well as understood the current status and needs for different personal background and environmental variables for National Changhua University of Education Department of Special Education teacher graduates. At meanwhile, also comprehend their views and opinions of the pre-service teacher curriculum、the ways to increase professional knowledge, and the newly revised curriculum guidelines of the special education.
Researcher used purposive sampling, the research subjects were special teachers whom graduated form 100 to 102 school year. A questionnaire survey was conducted, and total of 161 valid questionnaires were returned. Statistical methods with SPSS 20.0, such as the sum、frequency distribution、means, and standard deviation to conduct analyses on the data obtained from the questionnaires. In addition, a self-edited focus group interview outline was used to conduct interviews on each four higher and lower requirement of teacher graduates. It was hoped that it could be understood more comprehensively based on quantitative data. The research results are summarized as follows:
1. In terms of teacher graduates level for professional knowledge and
Competency in overall and various aspects, they all view it as “almost possess” as well as “almost importance” above.
2. The first three highest possess/importance degree were
“Professionalism and attitude”、”Professional basic literacy”, and “Classroom management counseling ”
3. From different variable backgrounds, different gender and degree
teachers because of the requirement level of demand gap is very small, so professional competence in the demand difference is not obvious, while other background and environmental variables, such as Years of teaching、 school property,、 school size、teaching areas, teach stage, the main types of taught classes, teachers to teach qualificaton category, and the presence served as administrative services, etc., have different demands of their professional knowledge and ability differences in circumstances.
4. Graduate teachers believe in teacher education process, the first
three most helpful subjects for beginning teachers were "special education curriculum design and teaching," "retarded teaching materials and methods and practice" and "dealing with problem behaviors strategy "; but aspects of the implementation of newly revised curriculum guidelines of the special education, the first three Subjects most helpful were " special education curriculum design and teaching " ," the concept and implementation of IEP " ,and" mentally retarded teaching materials and methods and practice. "
5. Graduate teachers thought that the implementation of newly
revised curriculum guidelines of the special education of distress as "classes / capacity index adjustment", "textbook example of lack of lesson plans", "insufficient supporting measures when written IEP not found appropriate indicators“, "the degree of support" special needs course in ", and" administrative offices of the school. "
6. Graduate teachers in learning activities organized by cities and
counties to promote special knowledge and ability to teach about a newly revised curriculum guidelines of the special education. But they also thought this pipeline is most important, and then were the “special education teachers of professional growth groups”, “job training”, ” legal organizations to organize workshops”, and "other."
7.Graduated teachers' participation in the most energizing activities in school was "winter and summer camp of the Disabled", "occupation license exam" , "Lesson auxiliary volunteers", "Rehabilitation Counseling Course" and "other."
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