Journal directory listing - Volume 64 (2019) - Journal of Research in Education Sciences【64(1)】March
Directory
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
《Full Text》
References：
- 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】
- 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】
- 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.】
- 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】
- 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】
» More
- 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】
- 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】
- 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.】
- 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】
- 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】
- 胡心慈（2012）。特殊教育師資類組專業標準及專業表現指標。載於甄曉蘭（主編），中等學校教師類組（含特殊教育師資類組）專業標準及專業表現指標相關內涵暨配套措施計畫結案報告（pp. 65-66, 543-558）。臺北市：國立臺灣師範大學。 【Hu, S.-T. (2012). The special educaiton teacher professional standards and professional performance. In H.-L. Chen (Ed.), The report of secondary school (including special education) teacher professional standards and professional performance indicators and supporting measures (pp. 65-66, 543-558). Taipei, Taiwan: National Taiwan Normal University.】
- 胡心慈、林淑莉（2011）。特殊教育輔導教師與實習教師教學後的互動與教學反思。特殊教育研究學刊，36（3），27-55。doi:10.6172/BSE201111.3603002 【Hu, S.-T., & Lin, S.-L. (2011). Interaction and reflective thinking of special education student teachers and their expert mentors. Bulletin of Special Education, 36(3), 27-55. doi:10.6172/BSE201111.3603002】
- 陳偉仁、陳明聰、胡心慈（2014）。特殊教育教師專業標準建構之研究。載於中華民國特殊教育學會（主編），融和教育之回顧與展望（中華民國特殊教育學會年刊）（pp. 75-94）。臺北市：編者。 【Chen, W.-R., Chen, M.-C., & Hu, S.-T. (2014). A study on establishing professional standards for special education teachers. In Special Education Association of the Republic of China (Ed.), The retrospect and prospect of the inclusion in Taiwan (pp. 75-94). Taipei, Taiwan: Editor.】
- 陳慧儒（2006）。國小身心障礙類特教初任教師導入方案內涵之研究（未出版碩士論文）。淡江大學，新北市。 【Chen, H.-R. (2006). A study of the induction program for elementary beginning teachers of special education (Unpublished master’s thesis). Tamkang University, New Taipei City, Taiwan.】
- 張德銳（2003）。中小學初任教師的教學困境與專業發展策略。教育資料集刊，28，129-144。 【Chang, D.-R. (2003). The plights and professional development strategies of beginning teachers. Bulletin of Educational Resources and Research, 28, 129-144.】
- 張德銳（2009）。美國教學輔導制度及其在研究者國中小學教師專業成長之應用。教育資料集刊，42，181-202。 【Chang, D.-R. (2009). Mentor teacher program and its application for professional growth of elementary and secondary school teachers. Bulletin of Educational Resources and Research, 42, 181-202.】
- 張德銳、簡賢昌（2009）。教學輔導教師與夥伴教師互動歷程與專業發展之研究。臺北市立教育大學學報，40（1），1-34。doi:10.6336/JUTe/2009.40(1)1 【Chang, D.-R., & Chien, H.-C. (2009). The Study of mentoring process and teachers professional development. Journal of Taipei Municipal University of Education: Education, 40(1), 1-34. doi:10.6336/JUTe/2009.40(1)1】
- 許籐繼、張德銳、張新仁、謝寶梅、丁一顧、黃嘉莉、張民杰（2010）。中小學教學輔導教師制度規劃與推動策略之研究。臺北市：教育部國民教育司。 【Sheu, T.-J., Chang, D.-R., Chang, S.-J., Shieh, B.-M., Ting, Y.-K., Huang, J.-L., & Chang, M.-C. (2010). A study on the development and promotion strategies for mentor teacher program in elementary and secondary schools. Taipei, Taiwan: K-12 Education Administration.】
- 鄒小蘭（2013）。教學輔導教師制度對特殊教育教師專業成長之應用。特殊教育季刊，127，45-52。doi:10.6217/SEQ.2013.127.45-52 【Chau, H.-L. (2013). Mentor teacher system as applied to special education teachers’ professional growth. Special Education Quarterly, 127, 45-52. doi:10.6217/SEQ.2013.127.45-52】
- 甄曉蘭（1995）。合作行動研究─進行教育研究的另一種方式。嘉義師院學報，9，297-318。 【Chen, H.-L. (1995). Cooperative action research − A new way of conducting educational research. Journal of National Chiayi Teachers College, 9, 297-318.】
- 潘杏宜（2015）。初任特殊教育教師導入輔導需求之研究（未出版碩士論文）。中原大學，桃園市。 【Pan, S.-Y. (2015). What do novices need? An investigation on the induction support for special education novice teachers (Unpublished master’s thesis). Chung Yuan Christian University, Taoyuan, Taiwan.】
- Bartell, C. A. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA: Corwin Press.
- Bauer, A. M., Johnson, L. J., & Sapona, R. H. (2004). Reflections on 20 years of preparing special education teachers. Exceptionality, 12(4), 239-246. doi:10.1207/s15327035ex1204_5
- Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39-55. doi:10.1177/00224669040 380010401
- Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technolog y solutions. Gainesville, FL: National Center to Improve Policy and Practice in Special Education Professional Development.
- Brownell, M. T., Bishop, A. G., Gersten, R., Klingner, J. K., Penfield, R. D., Dimino, J., …Sindelar, P. T. (2009). The role of domain expertise in beginning special education teacher quality. Exceptional Children, 75(4), 391-411. doi:10.1177/001440290907500401
- Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37, 681-711. doi:10.1353/etc.2014.0032
- Cameron, M., Lovett, S., & Berger, J. G. (2007). Starting out in teaching: Surviving or thriving as a new teacher. New Zealand Council for Educational Research, 3, 32-37.
- Fessler, R., & Christensen, J. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Boston, MA: Allyn Bacon.
- Griffin, C. C., Winn, J. A., Otis-Wilborn, A., & Kilgore, K. L. (2003). New teacher induction in special education: Prepare for the center on personnel studies in special education (COPSSE Document Number RS-5). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
- Hunt, J. H., Powell, S., Little, M. E., & Mike, A. (2013). The effects of e-mentoring on beginning teacher competencies and perceptions. Teacher Education and Special Education, 36(4), 286-297. doi:10.1177/0888406413502734
- Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28-40. doi:10.1177/019263650408863803
- Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Education Research, 81(2), 201-233. doi:10.3102/0034654311403323
- Lofstrom, E., & Eisenschmidt, E. (2009). Novice teacher perspectives on mentoring: The case of Estonian induction year. Teaching and Teacher Education, 25, 1-9. doi:10.1016/j.tate.2008. 12.005
- McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28(5), 363-385. doi:10.1007/978-94-010-0593-7_4
- Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Education Research Journal, 41(3), 681-714. doi:10. 3102/00028312041003681
- Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. New York, NY: Teachers College Press. doi:10.1177/1057083709344691
- Sweigart, C. A., & Collins, L. W. (2017). Supporting the needs of beginning special education teachers and their students. Teaching Exceptional Children, 49(4), 209-212. doi:10.1177/ 0040059917695264
- Whitaker, S. D. (2000a). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66(4), 546-566. doi:10.1177/001440290006600407
- Whitaker, S. D. (2000b). What do first-year special education teachers need? Teaching Exceptional Children, 33(1), 28-36. doi:10.1177/004005990003300105
- White, M., & Mason, C. Y. (2006). Components of a successful mentoring program for beginning special education teachers: Perspectives from new teachers and mentors. Teacher Education and Special Education, 29(3), 191-201. doi:10.1177/088840640602900305