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|Other Titles:||Special Education Preservice Teachers' Professional Performance Levels|
Ya-Ping Wu, Wei-Ren Chen, Ming-Chung Chen
National Taiwan Normal University Department of Special Education
In 2016, the Ministry of Education issued the R.O.C. Professional Standards for Teachers (PST), declaring the importance of professional teacher education standards. Therefore, research on the effects of the PST within the feld of special education and for teachers’ performance was in high demand and duly emerged. Purpose: To analyze the professional performance quality of special education preservice teachers in Taiwan. Methods: A 5-point Likert scale survey, the Scale of the Special Education Pre-Service Professional Performance Levels, was applied to all special education preservice teachers from 13 universities in Taiwan. In total, 2283 questionnaires were distributed, of which 1941 were returned and 1929 were valid (99.38%). Descriptive statistics, independent and repeated measures one-way analysis of variance, and independent measures one-way multivariate analysis of variance were used for data analysis. Results/Findings: The main findingsconcerning the special education preteachers’ professional performance quality were as follows: (1) Overall, the degrees of qualification for the preservice professional performance levels of special education were between most qualified (4 points) and partially qualified (3 points). The highest score was for “understanding and encouraging positive behaviors among special education students” (M = 3.89), and the lowest score was for “counseling knowledge and career development skills (transition)” (M = 3.11). (2) The highest score among the fivefactors was for “professional ethics” , and the lowest score was for “class management”. (3) Significant differences were observed between the five factors. ”professional ethics” scores were statistically higher for special education preteachers than the other four factors’ scores were, and “class management” scores were significantlylower than the other factors’ scores were. (4) Overall, the degrees of qualificationamong the preservice professional performance levels of special education teachers differed significantly according to grade. The senior preservice teachers possessed significantlyhigher levels of qualification than the junior preservice teachers did.(5) Among the five factors of professional performance individually, senior preservice teachers also demonstrated significantly higher scores than junior ones for professional ethics, collaborative deliberation, curriculum and instruction, class management, and educational profession. Conclusions/Implications: On the preservice professional performance levels of special education, special education preservice teachers from 13 universities in Taiwan exhibited the degrees of qualification located between most qualified (4 points) and partially qualified(3 points) on the scale. Degrees of qualificationdiffered significantlyaccording to grade. The senior preservice teachers demonstrated significantly higher levels of qualificationthan junior ones did. The implications regarding teacher cultivation for the special education preservice teachers are discussed, including for curriculums concerned with special education students’ career transitions, special event processing, special education policies, and clinical teaching abilities. Further research on this subject is warranted.
|Appears in Collections:||特殊教育研究學刊|
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