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|Other Titles:||Collaborative Process Between Itinerant Special Education Teachers and Preschool Teachers from the Mesosystem Perspective|
Kae Liu Shu-Hsien Tseng
National Taiwan Normal University Department of Special Education
|Abstract:||本研究以質性研究取自深入探討特教巡迴輔導老師和幼教老師在融合情境中的合作歷程。研究者提供自然情境教學支持的特教逃迴輔導，進入11 所沒有特教資源的私立托兒所達三年O 由於特教老師和特殊幼兒構成一個微觀系統，幼教老師和特殊幼兒也形成一個微觀系統，兩者之間聯繫而成的中介系統為本研究提供了分析與詮釋的思維脈絡。研究資料主要來自研究者參與觀察的個人札記、訪談三位特教巡迴輔導老師和五位幼教老師所得到的資料以及相關記錄文件O 整個合作歷程展現出:一、合作關係不會自然發生，必須先了解彼此的需求與期待;二、初入場域，建立以解決問題為取向的關係是關鏈;三、敢動中介系統的趨近過程能夠化解專業衝突，堅持溝通與投入時間是不可或缺的轉化要素;四、專業合作的關係往正向發展時，特教老師和幼教老師也獲得專業成長。除了特教老師和幼教老師合作歷程的主軸故事之外，又浮現另一個值得重視的主題:同儕與督導支持對於新于特教巡迴輔導老師的專業發展與專業合作有相當幫助。|
Purpose: In Taiwan, increasingly more children with special needs attend regular preschoolclassrooms. In response to the trend of early inclusion, the itinerant early childhood special education (ECSE) teacher has become an impo 此ant suppo 口for children with special needs and preschool teachers. We view the child with special needs as a developing individual within nested systems. The child and his ECSE teacher form one microsystem, whereas he and his preschool teacher form another microsystem. The mesosystem consists of the connection between the two microsystems. This study follows the context of the mesosystem to explore the collaborative process between ECSE teachers and preschool teachers. Methods: We trained itinerant teachers to provide services for 3 years, based on the naturalistic approach, to 11 private preschools that have no special education resources. This study adopted the qualitative approach to explore the collaborative process between ECSE teachers and preschool teachers. The data were collected through participation, observations, documents, and interviews with 3 itinerant ECSE teachers and 5 preschool teachers. Results/Findings: The results of this study indicate (1) collaboration did not occur spontaneously and it was necessary for ECSE teachers and preschool teachers to understand each other's needs and expectations. (2) It was important to gain entry based on a problem-solving approach. (3) Activating the proximal processes was crucial for solving professional conflicts and this took time. (4) Teachers' professional development was facilitated once their connection in the mesosystem moved in a positive direction. In the collaboration process between ECSE teachers and preschool teachers, a discovery about novice ECSE teachers emerged; peer coaching and mentoring support are lmpo 此ant for their professional growth and collaboration. ConcIusions/ lmplications: Children with special needs learn through ongoing interaction within their natural con
|Appears in Collections:||特殊教育研究學刊|
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