Rove, Rotation and Agitation - The Current Working Status,Difficulties and Coping Strategies of the Atypical Employment Educators

• Main Authors: Chen,Wei-Chu, 陳瑋竺
• Other Authors: Tsai,Ying-Hsiu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/fku566

碩士 === 靜宜大學 === 社會工作與兒童少年福利學系 === 106 === This study mainly discusses the current status and the difficulties on work of the atypical employment educators of the public itinerary elementary schools in Taichung City, and it also analyzes the coping strategies. This study is a qualitative research and it has interviewed five in-service itinerant teachers and two educational administrators. The research results are as follows: 1. The itinerant teachers’ working objects are students and parents: general students and special education students are included. And they use regular meetings and communicative software to communicate with the parents. Furthermore, the teaching subject of English itinerant teachers is fixed, but the edition of the textbooks varies according to schools and grades; thus the curriculum preparation time increases, and sometimes they even have to use their off hours. In addition, the number of the basic teaching periods for English itinerant teachers is twenty, which reduces with the number of itinerary schools. The assessment methods adopted by English itinerant teachers will be adjusted when they face the discrepancy between students. For itinerant special education teachers, the number of the basic teaching periods is eighteen, and the teaching subjects are Chinese, math and life skills. The teaching contents are less limited to the textbooks; the students’ needs are the most concerned. The itinerant special education teachers use the blank time to prepare the curriculum. And all of the itinerant teachers need to support school’s activities. 2. The working object difiiculties of the itinerant teachers are: the large difference of students’ ability causing the problem of arranging the curriculum time, too many across-grade students causing the teaching problem, and the communicate-with-parents problem. Secondly, the working content difficulties of the itinerant teachers are: the different editions of the textbooks causing the problem of preparing the curriculum, the teaching methods and materials integrated into special education students, the items and the ways of the achievement assessment for special education students, hard to control students’ learning outcomes because of the itinerary teaching way, the role of guiding the itinerary schools to participate in the same competition, and the unfamiliarity to the schools’ members and cultures. The working style difficulties are: the itinerary time, the arrangement of itinerary place, the arrangement of teaching field, the number of itinerary schools, and the relation between itinerary schools. 3. The coping strategies to the working object difficulties of the itinerant teachers are: class scheduling priority, differentiated instruction, peer toturing, the cooperation with homeroom teachers, communicating in communication books, and the support from administration. The coping strategies to the working content difficulties are: preparing in advance, using the existing teaching materials, making the applicable teaching materials and teaching models for different textbooks, adopting adaptive assessment and discussing with special education teachers, individual remedial teaching, asking for assistance from parents, equal guidence and encouragement, unbiased mind and equal treatment, asking for assistance actively, and integrating into the school teachers’ contact group. The coping strategies to the working style difficulties are: intensive class schedule, adjusting classes with other teachers, making up the lessons with extra time, adusting mindset and preparing in advance, asking for assistance from administration, providing the chance for practice individually, cutting down the number of the groups, effective communication, cohere common opinions before communicating with schools, and searching for assistance from the more friendly teachers.