| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === This research focuses on four high school special education teachers as research participants through the narrative inquiry in qualitative research strategy, and collect data in depth interviews with to understand special education teachers ' role change process, special education teachers ' career development and provide references. Comparison, analysis and integration of data, to understand the reason for special education teachers ' role change, role of changing, character conversion adjustment, role of harvest and the role of ideas and suggestions. Key findings of this study are as follows:
1.The reason for special education teachers ' role change
Summed up as "circumstances and conditions", "personal", "significant others" and "important events" and other four main reasons, but does not represent a role reversal the only reason they are, in the decision-making process, there are many reasons may exist and interact with each other, making special education teachers might want to think twice before making a decision.
2.Changes in special education teachers ' role change
After role conversion, special taught teachers in career again growth and exploration of stage, "teaching and counselling of challenge", and "administrative work of test" and "lack logistics of support", prompted they must again training new role by needed of expertise and skills; special taught teachers in this stage, General faced "body and psychological of impact", and "workplace interpersonal of pressure", how for should and adjustable suitable is is important of subject.
3.Adjustment of the three special education teachers ' role change
Special taught teachers face work of changes, first can through "himself first do prepared", and "use teaching resources" two species strategy welcome to challenge; adapted new role during, if has "workplace mentor" and "family and partner of support", will makes special taught teachers to stable, and calmly of mood input work; "engaged in leisure activities", also can assist relief solutions work pressure; most important of is, special taught teachers this stage to keep " A firm belief in "and then ridiculed, generate adaptive capacity plight will improve from a different perspective.
4.Special education teachers ' role change of harvest
Special taught teachers gradually understand himself of personality, and traits, and work attitude and values, then get "again defined himself value" of opportunity; because role conversion of change, prompted special taught teachers constantly learning and learning, "professional capacity of diligence" makes they rendering more rich of heritage in work; from students, and parents and teachers of are to feedback, of do "courage to accept challenge" of mood, support special taught teachers continues to struggle; and they also gradually became can "play influence" of individual, silently to for life around of family, and Friends and colleagues, bring varying degrees of change; review and reflect on his life, special education teachers in head start "design blueprint for the future", began to the desired direction.
5.Ideas and suggestions for special education teachers ' role change
(1)Special education teachers ' role change of ideas, including: "the school system to operate", "return to teacher personality, traits and ideas" and "back to become special education teachers with the professional nature of the original intention of" three kinds of thought.
(2)Special education teachers ' role change of suggestions, including: "prior knowledge of the nature and status of the work in the future", "take a positive and active approach to solve the problem", and "to make adjustments in the light of mind" in three ways.
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