學前特教巡迴輔導教師專業能力指標建構及其權重研究
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2018-03-??
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國立台灣師範大學特殊教育學系
National Taiwan Normal University Department of Special Education
National Taiwan Normal University Department of Special Education
Abstract
本研究主要目的在建構學前特教巡迴輔導教師專業能力指標，並分析指標權重。首先整理相關文獻歸納學前特教巡迴輔導教師應具備的專業能力內涵作為建構指標的基礎，再邀請七位學者專家檢視指標架構及內容的合宜性與完整性，並依據渠等建議編製成研究工具，提供19 位學者專家以「模糊德菲法」篩選出適切的專業能力指標，最後再以「層級分析法」求得專業能力指標的相對權重值。本研究結論包括：一、學前特教巡迴教師專業能力指標架構與內涵可分為四個層面、11 個次層面、49 個指標。二、學前特教巡迴教師專業能力指標的四個層面權重，由高至低，分別為專業倫理（30.4%）、溝通與支援（27.2%）、課程與教學（22.2%）、鑑定與評量（20.2%）。三、學前特教巡迴教師專業能力指標四個層面下，各次層面權重值最高者分別為：課程與教學層面的教學實務、溝通與支援層面的與其他教師合作、鑑定與評量層面的鑑定評量實務，以及專業倫理層面的專業責任。最後，根據研究結果提出以下建議：一、學前特教巡迴教師應兼顧四個專業層面的能力；二、運用本研究建構的指標檢核學前特教巡迴教師專業能力；三、系統性規劃特教巡迴教師職前訓練課程，以及在職訓練課程；四、建立各項指標的檢核重點，以提高指標的實用價值；五、運用結構方程模式進行指標的驗證性因素分析與信、效度考驗。
Early childhood special education itinerant teachers are important resources for the special education of young children in Taiwan. These teachers are required to be highly professional in relevant areas. However, current training and cultivation programs do not meet teaching and counseling needs, failing to adequately familiarize these teachers with the practices of student guidance and counseling, teacher consultation, and special education projects. Therefore, the teachers’ capabilities and their teaching and counseling practices are often questioned. Studies have shown that these teachers are themselves concerned about not being provided sufficient professional training. Purpose: This study was intended to resolve this concern by establishing indicators for assessing the professional competences of early childhood special education itinerant teachers in Taiwan. These indicators could serve as references for them to plan their professional development and attend related training courses. Methods: We first conducted a literature review to establish the initial framework of these indicators. The framework was then examined by 7 experts to ensure the indicators’ relevance, and a formal questionnaire was accordingly developed. Using the fuzzy Delphi method, 19 experts identified suitable indicators, and the analytic hierarchy process was employed to determine the indicators’ importance. Results/Findings: (1) The framework consisted of 4 dimensions, 11 sub-dimensions, and 49 indicators. (2) In order of their weights, the 4 dimensions were as follows: professional ethics (30.4%), communication and support (27.2%), curriculum and teaching (22.2%), and diagnosis and assessment (22.2%). (3) The subdimensions with the highest weights were “professional responsibilities” (professional ethics),“cooperating with other teachers” (communication and support),“teaching practice” (curriculum and teaching), and “diagnosis and assessment practice”(diagnosis and assessment). Conclusi
Early childhood special education itinerant teachers are important resources for the special education of young children in Taiwan. These teachers are required to be highly professional in relevant areas. However, current training and cultivation programs do not meet teaching and counseling needs, failing to adequately familiarize these teachers with the practices of student guidance and counseling, teacher consultation, and special education projects. Therefore, the teachers’ capabilities and their teaching and counseling practices are often questioned. Studies have shown that these teachers are themselves concerned about not being provided sufficient professional training. Purpose: This study was intended to resolve this concern by establishing indicators for assessing the professional competences of early childhood special education itinerant teachers in Taiwan. These indicators could serve as references for them to plan their professional development and attend related training courses. Methods: We first conducted a literature review to establish the initial framework of these indicators. The framework was then examined by 7 experts to ensure the indicators’ relevance, and a formal questionnaire was accordingly developed. Using the fuzzy Delphi method, 19 experts identified suitable indicators, and the analytic hierarchy process was employed to determine the indicators’ importance. Results/Findings: (1) The framework consisted of 4 dimensions, 11 sub-dimensions, and 49 indicators. (2) In order of their weights, the 4 dimensions were as follows: professional ethics (30.4%), communication and support (27.2%), curriculum and teaching (22.2%), and diagnosis and assessment (22.2%). (3) The subdimensions with the highest weights were “professional responsibilities” (professional ethics),“cooperating with other teachers” (communication and support),“teaching practice” (curriculum and teaching), and “diagnosis and assessment practice”(diagnosis and assessment). Conclusi