杞昭安謝靜怡2019-08-282008-1-222019-08-282008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594091302%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91632本研究旨在瞭解台北縣市國中資源班教師對資源班教師專業知能項目之重要程度的看法以及其對具備程度之評定。本研究採問卷調查法，針對任教國中不分類身心障礙資源班之資源班教師為研究對象，有效樣本157名，以自編之「資源班教師專業知能問卷」為研究工具，將所得資料利用描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關等方式進行分析，主要結果如下： 一、在七個專業知能層面中，資源班教師評定最重要者為「學生輔導與行為問題處理」；而具備程度最高者為「專業責任與工作倫理」。 二、在七個專業知能層面中，以「資源班的管理與環境規劃」在重要程度部分得分為最低；而「學生輔導與行為問題處理」在具備程度部分得分為最低。 三、資源班教師對專業知能各領域的評定，「重要程度」的得分明顯高於「具備程度」的得分。 四、就整體專業知能而言，資源班教師專業知能重要程度不因性別、年齡、教學年資、專業背景、是否曾任教普通班而有所差異。 五、就整體專業知能而言，資源班教師專業知能具備程度不因性別、年齡、教學年資、專業背景、是否曾任教普通班而有所差異。 六、資源班教師對整體專業知能重要程度的評定，與不同年齡、教學年資、是否曾任教普通班等三項不同背景變項沒有顯著的相關存在。 七、資源班教師對整體專業知能具備程度的評定，與資源班教師的年齡及教學年資兩項背景變項達到顯著正相關。 最後根據研究結果提出建議，以提供教育行政機關、師資培育單位、資源班教師及未來相關研究之參考。Focusing on resource room teachers in junior high schools in Taipei County and City, this study aimed to understand how they evaluate the importance of their professional expertise and how they are equipped with the professional expertise. A questionnaire survey was adopted, and 157 teachers for non-categorical resource rooms were selected as research subjects. Using the self-redacted “Questionnaire on Professional Expertise of Resource Room Teachers” as a research tool, the obtained samples were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation. The main findings include: 1.Among the 7 aspects of professional expertise, “student counseling and behavioral problem handling” was considered as the most important by resource room teachers, who were most highly equipped with “professional responsibility and work ethics”. 2.Among the 7 aspects of professional expertise, “resource room management and environmental arrangement” was considered as the least important by resource room teachers, who received the lowest score in the aspect of “student counseling and behavioral problem handling”. 3.In terms of resource room teachers’ evaluation of each aspect of professional expertise, “level of importance” significantly outscored “level of possession”. 4.Overall, the level of importance of professional expertise was not affected by resource room teachers’ gender, age, years of teaching experience, professional background, and whether they have instructed a regular class before. 5.Overall, the level of possession of professional expertise was not affected by resource room teachers’ gender, age, years of teaching experience, professional background, and whether they have instructed a regular class before. 6.No significant correlation was observed between their overall evaluation of the importance of professional expertise and three background variables, including age, years of teaching experience, and whether they have instructed a regular class before. 7.A significant and positive correlation was observed between their overall evaluation of the possession of professional expertise and two background variables, including age and years of teaching experience. Finally, based on the research findings, suggestions were proposed as a reference for the authority concerned, teacher’s training institutes, resource room teachers, and follow-up studies.資源班教師專業知能resource room teachersprofessional expertise