| Summary: | 碩士 === 國立臺東大學 === 進修部暑期學前特幼碩士班 === 104 === A Case Study of the Cooperation Model between Regular Class Teachers and Special Class Teachers in a Kindergarten
Abstract
Few researchers have studied the cooperation models between regular class teachers and special class teachers in kindergartens. Therefore, this study examined teachers’ cooperation in an attempt to find out what had hindered teachers from cooperating with each other as well as what had encouraged the cooperation between teachers, hoping that the research results could inform the teaching practices of inclusive education.
The case study approach was adopted. A kindergarten affiliated to an elementary school was chosen as the research site. Eight regular class teachers and two special class teachers participated in this study. Data was gathered using various methods, including semi-structural interviews, field observations, and document collection.
This study found that:
1. When teaching the inclusive lessons, regular class teachers were the leading teachers who did lesson plans and teaching whereas special class teachers acted as assistant teachers. Due to lacking of the chance to do cooperating teaching, both teachers felt stressed and frustrated.
2. Factors that hindered the corporation between regular class teachers and special class teachers included (1) both groups of the teachers had no chance to work with each other to prepared lessons and evaluate their teaching r, (2) both groups of the teachers faced pressure because the regular class teachers acted as the leading teachers and the special class teachers acted as assistant teachers, and (3) both groups of the teachers were unable to put themselves in others’ shoes when they evaluated a situation.
3. The administrative arrangements restricted teachers from cooperation in teaching inclusive lessons. Such restrictions included (1) the classrooms were overcrowded, and too many special children were assigned to each regular class;(2) teachers tended to choose group teaching methods when they taught the inclusive lessons; the lessons of the regular classes were interrupted, whereas those of special classes were shortened; (3)special children took turns to go to the four regular classes in the morning each week, and each class only had a 40-minute inclusive lesson each week, which resulted in that the understanding between teachers and students in both regular class and special class was far from enough.
4. Factors that encouraged the cooperation included (1) the inclusive lessons helped regular class children and special children to establish friendship, (2) both teachers shared subsidies of the inclusive education, and (3) parents appreciated and understood the advantages of the inclusive education.
Keywords: Early intervention, Inclusive education, Cooperation between teachers
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