The study of implementing adapted physical education status and professional needs of special education school teachers

• Main Authors: Wang, Tung-Hsiang, 王東翔
• Other Authors: 潘裕豐
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/48864216618293101405

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === This study investigates how teachers in Taiwan’s special education schools currently implement adapted physical education and professional needs. This study analyzes the discrepancies between current implementation and professional needs of teachers with divergent background variables and also analyzes the correlations between the two as well as prediction of future development. The methods of research included questionnaire survey. A self-designed “ implementing adapted physical education status and professional needs of special education school teachers” questionnaire was adopted as a research tool. The samples adopted were the teachers in 27 public special education schools in Taiwan. Among the total 238 questionnaires, 224 copies were valid and the questionnaire efficiency was 94.1%. The returned questionnaires were proceeded by SPSS. Conclusions were as follows: 1.The implementing of adapted physical education was experienced in medium-high degree in “instructional design and adjustment, goal setting and teaching assessment, administrative system and support”, and in medium degree in “professional competence and teamwork.” 2.The professional needs of adapted physical education were experienced in medium-high degree in “instructional design and adjustment, goal setting and teaching assessment, administrative system and support, and professional competence and teamwork.” 3.The implementing of adapted physical education varies significantly depending on their attributes and background such as "gender", "education background", "professional background of adapted physical education" and “teachers’ exercise habits.” 4.Regarding the professional needs of teachers’ adapted physical education, significant differences were found depending on such teachers' background variables as "professional background of adapted physical education". 5.The whole aspect of professional needs shows positive relationship between both aspects of current situation of “instructional design and adjustment” and “goal setting and teaching assessment.” 6.The professional needs of “instructional design and adjustment” show positive relationships between the three aspects of current situation, such as “instructional design and adjustment”, “administrative system and support” and “goal setting and teaching assessment.” 7.The professional needs of “goal setting and teaching assessment” show positive relationships between both aspects of current situation, such as “instructional design and adjustment” and “administrative system and support.” 8.The professional needs of “professional competence and teamwork” show positive relationships between the two aspects of current situation of “instructional design and adjustment” and “goal setting and teaching assessment.” 9.The professional needs of “administrative system and support” show positive relationships between the three aspects of current situation of “goal setting and teaching assessment”, “instructional design and adjustment” and “professional competence and teamwork.” 10.The implementing of adapted physical education had significant predictions toward professional needs of adapted physical education; as a whole, the aspect of “instructional design and adjustment” had more significant prediction toward other implementing aspects.