什麼是理想的特殊教育教師？--教師與家長看法之比較分析
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2009
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摘 要
本研究旨在從專業精神、專業知能、人格素養及師生關係等四個層面，勾勒出理想特殊教育教師的影像。主要探討教師與家長心目中的理想特殊教育教師之特質、教師與家長對理想的特殊教育教師之特質之看法的異同，以及特殊教育教師的理想特質與實際表現之關係。本研究採用問卷調查法，教師（特殊學校、特教班與資源班教師）與家長（前述三種教育安置之特教生父母）共計各有188人參與。研究結果主要發現如下︰
1.理想的特殊教育教師特質︰在四個向度中，受重視的程度依序是︰專業知能、專業精神、師生關係、人格素養。惟在10項特質中，四個向度的平均勾選數皆達7項以上，可見在教師和家長心目中，其實四者都很重要。就實質條件內涵而言，「尊重學生的個別差異與特殊需求」與「了解特殊需求學生的身心特質」最為優先，勾選率皆達九成以上，乃是教師與家長的最大共識。
2.對理想的特殊教育教師特質看法之異同︰整體看來，對於理想的特殊教育教師之特質的看法，不同背景或身分受試者都傾向同樣的結果，即四種特質向度都獲得高度認同，其中「專業知能」和「專業精神」尤獲青睞。只有在「師生關係」向度顯示家長比教師更重視。
3.理想特殊教育教師特質的看法與實際表現之符合度︰教師與家長勾選的重要特質與自省（教師）或觀察（家長）的特質之整體符合比率在五成上下。家長對教師的肯定度低於教師的自我肯定度，其中落差最大的是資源班教師，而教師自我肯定度和家長滿意度最高的是普通學校特殊班教師。
根據本研究之發現，研究者對教育行政、特教教師及未來研究三方面，提出建議。
關鍵詞：理想的教師、特殊教育教師、專業精神、專業知能、人格素養、師生關係
Abstract The purpose of the study was to draw an image of special educators from professional attitudes, knowledge of special education, personality, and teacher-student relationship. Three questions were answered in this study: what are the characteristics of an ideal special educator? What are the differences between the perspectives of an ideal special educator from teachers and parents? What are the relationship between the characteristics of an ideal special educator and his/her actual performances? In this study, the survey research method was used. Specifically, a questionnaire with respect to “the characteristics of an ideal special educator” was constructed and distributed. There were 188 special education teachers (of special school, self-contained class, and resource classroom) and parents of students with disabilities (from the mentioned three settings) participated in this study. The major findings were as the following: 1. The characteristics of an ideal special educator: Among the four dimensions discussed, the most important characteristic is the knowledge of special education, followed by the professional attitude, the teacher-student relationship, and the personality. It should be noted that the mean score for four dimensions were all above 7 out of 10, which suggested that both special educators and parents paid great attention to the items associated with four dimensions. To speak in detail, “to respect the individual differences and the special needs” and “to understand the physical and mental characteristics of students with special needs” were the most important characteristics consensually reached by both special educators and parents (over 90% subjects mark these two items). 2. The comparison of teachers and parents’ viewpoints: Generally, different subjects did not carry different opinions across dimensions, the only significant difference laid on the “teacher-student relationship” dimension, in which parents emphasized more than teachers. 3. The match rate of an ideal special educator: Teachers and parents had shared a common consensus with respect to the important characteristics and self-reflection (by teachers) or observation (by parents), and the match rates reached around 50%. The match rate of teachers was in general higher than parents’ rates. This suggested that teachers’ self-image was more positive than how the parents projected. In addition, special educators in self-contained special education classroom gained the most positive/satisfying images from either teachers’ or parents’ perspectives. On the other hand, the parents showed less satisfaction with resource room teachers, among three kinds of special educators. Given the findings in the current study, further suggestions are provided for the education administrators, special educators, and the future research. Key words: ideal teacher, special educators, professional attitudes, knowledge of special education, personality, teacher-student relationship
Abstract The purpose of the study was to draw an image of special educators from professional attitudes, knowledge of special education, personality, and teacher-student relationship. Three questions were answered in this study: what are the characteristics of an ideal special educator? What are the differences between the perspectives of an ideal special educator from teachers and parents? What are the relationship between the characteristics of an ideal special educator and his/her actual performances? In this study, the survey research method was used. Specifically, a questionnaire with respect to “the characteristics of an ideal special educator” was constructed and distributed. There were 188 special education teachers (of special school, self-contained class, and resource classroom) and parents of students with disabilities (from the mentioned three settings) participated in this study. The major findings were as the following: 1. The characteristics of an ideal special educator: Among the four dimensions discussed, the most important characteristic is the knowledge of special education, followed by the professional attitude, the teacher-student relationship, and the personality. It should be noted that the mean score for four dimensions were all above 7 out of 10, which suggested that both special educators and parents paid great attention to the items associated with four dimensions. To speak in detail, “to respect the individual differences and the special needs” and “to understand the physical and mental characteristics of students with special needs” were the most important characteristics consensually reached by both special educators and parents (over 90% subjects mark these two items). 2. The comparison of teachers and parents’ viewpoints: Generally, different subjects did not carry different opinions across dimensions, the only significant difference laid on the “teacher-student relationship” dimension, in which parents emphasized more than teachers. 3. The match rate of an ideal special educator: Teachers and parents had shared a common consensus with respect to the important characteristics and self-reflection (by teachers) or observation (by parents), and the match rates reached around 50%. The match rate of teachers was in general higher than parents’ rates. This suggested that teachers’ self-image was more positive than how the parents projected. In addition, special educators in self-contained special education classroom gained the most positive/satisfying images from either teachers’ or parents’ perspectives. On the other hand, the parents showed less satisfaction with resource room teachers, among three kinds of special educators. Given the findings in the current study, further suggestions are provided for the education administrators, special educators, and the future research. Key words: ideal teacher, special educators, professional attitudes, knowledge of special education, personality, teacher-student relationship
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理想的教師, 特殊教育教師, 專業精神, 專業知能, 人格素養, 師生關係, ideal teacher, special educators, professional attitudes, knowledge of special education, personality, teacher-student relationship