期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(1)三月刊

攜手同行:建構特教初任教師導入方案之旅 作者:國立臺灣大學特殊教育學系胡心慈、臺北市雙園國中張育琳

卷期:64卷第1期
日期:2019年03月
頁碼:53-80
DOI:10.6209/JORIES.201903_64(1).0003

摘要:
本研究以一尚未實施特教初任教師導入制度的縣市為對象,建構為期1年的以縣市為本位的導入方案。研究者採用合作行動研究法解決現場問題,與特教輔導團合作,邀請 12 名資深優良特教教師擔任 16 名國中身心障礙類科初任教師的跨校輔導教師,教師們從一開始彼此陌生,歷經彼此觀望、輔導教師主動、雙方均能主動互動到互相加入 LINE 群組成為攜手同行的好夥伴。在特教初任教師之專業成長需求上,發現其學期初較多的需求在行政方面的資訊提供及情緒支持,在度過「存活期」後才開始回歸特教專業,在教學與學生問題處理上提出較多問題。至於輔導教師的輔導策略與成長則發現:輔導教師的實際作法以在網路上聯繫居多,但亦夾雜訪視和共同輔導、團體座談、一起到特教績效優良的學校觀摩等方式,過程中輔導教師也獲得成長,最後能共同對未來如何落實導入方案提出建議。

關鍵詞:特教初任教師、教師專業成長、導入方案

《詳全文》 檔名

參考文獻:
  1.  丁一顧(2003)。美、英、紐、日初任教師導入方案及其對我國之啟示。課程與教學季刊,6(3),87-104。doi:10.6384/CIQ.200307.0087 【Ting, Y.-K. (2003). The beginning teacher induction program and its implications. Curriculum & Instruction Quarterly, 6(3), 87-104. doi:10.6384/CIQ.200307.0087】
  2. 林淑莉、胡心慈(2014)。特殊教育學系實習生在實習課程中之成長。特殊教育季刊,133,1-8。doi:10.6217/SEQ.2014.133.1-8 【Lin, S.-L., & Hu, S.-T. (2014). The professional development of the special education student teachers in practicum. Special Education Quarterly, 133, 1-8. doi:10.6217/SEQ.2014.133.1-8】
  3. 胡心慈(2005)。特殊教育實習教師專業社會化歷程研究。特殊教育與復健學報,13,69-90。 【Hu, S.-T. (2005). The professional socialization of special education intern. Bulletin of Special Education and Rehabilitation, 13, 69-90.】
  4. 胡心慈(2008)。特殊教育實習輔導教師輔導歷程之研究。特殊教育研究學刊,33(2),1-24。doi:10.6172/BSE200807.3302001 【Hu, S.-T. (2008). A study of the coaching process of the special education practicum mentor. Bulletin of Special Education, 33(2), 1-24. doi:10.6172/BSE200807.3302001】
  5. 胡心慈(2009)。專業成長的好夥伴─實習老師與實習輔導老師。載於中華民國特殊教育學會(主編),成長與茁壯(中華民國特殊教育學會年刊)(pp. 51-68)。臺北市:編者。doi:10.6379/AJSE.200912.0051 【Hu, S.-T. (2009). Student teachers and their instructors − Good partners in professional development. In Special Education Association of the Republic of China (Ed.), The relationship between the purpose of evidence-based education and special education (pp. 51-68). Taipei, Taiwan: Editor. doi:10.6379/AJSE.200912.0051】
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中文APA引文格式胡心慈、張育琳(2019)。攜手同行:建構特教初任教師導入方案之旅。教育科學研究期刊,64(1),53-80。
APA FormatHu, S.-T. & Chang, Y.-L. (2019). A journey on constructing an induction framework for the novice special education teachers at secondary school level. Journal of Research in Education Sciences, 64(1),53-80. doi: 10.6209/JORIES.201903_64(1).0003

Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(1)】March

A Journey on Constructing an Induction Framework for the Novice Special Education Teachers at Secondary School Level Author: Shin-Tzu Hu (Department of Special Education, National Taiwan Normal University), Yu-Lin Chang(Taipei Municipal Shuang Yuan Junior High School)

Vol.&No.:Vol. 64, No.1
Date:March 2019
Pages:53-80
DOI:10.6209/JORIES.201903_64(1).0003

Abstract:
The purpose of this study was to construct an induction framework for the novice special education teachers at secondary school level. The co-operative action inquiry research was utilized. The researchers were co-operative with 12 expert special education teachers of Wellbeing County to mentor 16 novice teachers. The results of this study indicated the process of this framework was step by step, from the beginning at each other feeling strange and watching each other, then the mentors took the initiative, after this periods, both of them could take the initiative to interact with each other, at last, they all joined the line group to become good partners working together. The professional needs of the novice special education teachers were in the administrative matters at first, then they needed professional support in teaching and managing students’ challenging behaviors. Many strategies were being used in this program, e.g. modeling, evaluating, discussing, which made both senior and novice teachers grew and developed. The authors made some suggestions to Wellbeing County, teachers participating this program and researchers.

Keywords:induction, novice special education teachers, teacher professional development