國小補校教師專業素養與教學支持需求之研究

Abstract

本研究旨在了解國小補校教師的專業素養認同與實踐程度以及教學支持需求。本研究以問卷調查台北市及新北市國小補校教師，共得有效樣本共201份。經研究結果分析，獲致結論與建議。其結論為： 1.國小補校教師專業素養認同皆為高度認同； 2.國小補校教師專業素養實踐為中高度程度； 3.國小補校教師專業素養實踐程度略低於專業素養認同程度； 4.國小補校教師所屬學校以提供「情感性」教學支持為最高； 5.不同背景變項，國小補校教師的專業素養與教學支持需求並無差異； 6.「專業素養認同」與「專業素養實踐」皆呈現正相關； 7.「專業素養認同」與「教學支持需求」皆呈現正相關； 8.「專業素養實踐」與「教學支持需求」皆呈現正相關； 9.「專業能力」與「專業精神」的認同程度可預測專業素養實踐程度。 在建議方面則分為： (一)對國小補校教師之建議有： 1.鼓勵國小補校教師參與成人教育相關研習； 2.鼓勵教師能多與學生家人接觸，以更了解學生的學習背景與需求。 (二)對國小補校之建議有： 1.能多安排人力擔任行政職或導師，減輕任教教師之壓力； 2.能安排志工協助成人學習者或協助照顧學生之家人； 3.定期舉辦補校教師研究會或研習，了解補校教師授課情況並給予幫助。 (三)對教育行政單位之建議有： 1.將國民小學與國小補校之運作系統整合，可減少教師之授課壓力； 2.能多編列預算，以提供國小補校教學制度性與工具性支持需求； 3.補校課程的必修與選修應更彈性化，使教師的教學更具多元化； 4.研擬同時適合本地學生與新住民學生的多元文化課綱與教材； 5.提供補校或成人教學相關課程研習，提升教師成人教學知能。 (四)對未來研究的建議：研究方法採用質量並重。The purpose of this study was to investigate the degree of teacher’s professional literacy identity and practice, and teaching support needs of elementary supplementary school teachers. The method used in this study was survey through questionnaire. The sample for this study was teachers of elementary supplementary school in Taipei and New Taipei with 201 total. The findings of this study were as follows: 1.The level of professional literacy identity was “highly”. 2.The level of professional literacy practice was “medium highly”. 3.The level of professional literacy practice was lower than the level of professional literacy identity. 4.The major teaching support from the Elementary supplementary school was emotional aspect. 5.There were no significant differences in Elementary supplementary school teacher’s professional literacy and teaching support system needs in terms of different background variables. 6."Professional literacy identity" and "Professional literacy practice" was a positive correlation. 7."Professional literacy identity" and "teaching support system seeds" was a positive correlation. 8."Professional literacy practice" and "teaching support system seeds" was a positive correlation. 9."Professional ability" and "Professional spirit" of the level of professional literacy identity could predicted the level of professional literacy practice. Recommendations were made in the following four dimensions: 1.Recommendations for elementary supplementary school teachers (1)Encourage elementary supplementary school teachers to participate in adult education professional training. (2)Encourage elementary supplementary school teachers to have more contact with the students' families to better understand of the background and needs of students. 2.Recommendations for elementary supplementary school (1)Arrange more teachers hold executive positions or mentor to relieve pressure on teachers. (2)Arrange volunteers to help adult learners or take care student's family. (3)Hold supplementary school teachers’ seminars to understand their teaching problems and needs. 3.Recommendations for education authorities (1)Integrate elementary schools and elementary supplementary schools complement system to relieve teachers’ pressure. (2)More budget to provide institutional and instrumental support for elementary supplementary school teachers. (3)Elementary supplementary school’s required and elective course should be more flexible to make teaching more diversified. (4)Develop multicultural curriculum and materials for natives and new immigrant students. (5)Provide supplementary school or adult education courses related training to enhance teachers' professional abilities of adult teaching . 4.Recommendations for subsequent studies: Use both qualitative and quantitative to understand teacher’s professional literacy identity and practice, and teaching support system needs of elementary supplementary school teachers.