建構特殊教育學系學生專業能力指標及其應用

胡心慈; 朱尹安; 蔡碩穎; 林秀瑋

doi:10.6172/BSE.201311.3803001

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P1 - 27

社会科学 > 教育学

DOI： 10.6172/BSE

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建构特殊教育学系学生专业能力指标及其应用

Constructing and Applying Professional Competency Indicators for Special Education Students

胡心慈(Shin-Tzu Hu) ；朱尹安(Yin-An Chu) ；蔡硕颖(Shou-Ying Tsai) ；林秀玮(Hsiu-Wei Lin)

特殊教育研究学刊； 38 卷 3 期 (2013 / 11 / 25) ， P1 - 27

繁体中文 DOI： 10.6172/BSE.201311.3803001

生涯发展；师资培育；特殊教育；专业能力指标；德怀术； career development ； teacher education ； special education ； indicators of professionalism ； Delphi technique

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摘要 │ 参考文献 (54) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

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The purpose of this study was to construct and apply the pre-service special educator professional competency indicators (PSEPCI) for special education students. This study was conducted in 2 phases. The first phase involved constructing the professional competency indicators for special education students by integrating the opinions of special education teachers and professors, and the second phase entailed developing and validating the professional competency indicator self-rating scale, based on the PSEPCI constructed at the first phase. Method: The professional competency indicators were drafted by the authors after reviewing relevant literature and collecting the opinions of special education teachers and professors during 2 meetings. These professional competency indicators were validated by conducting 2 rounds of using the Delphi technique to gather expert opinions. In the second phase, the Self-rating Scale for Assessing the Professionalism of Special Education Students, a 6-point Likert-type scale, was derived from the PSEPCI and piloted with students studying Special Education at a university in Northern Taiwan. Results: These professional competency indicators for special education students include 4 dimensions: professional knowledge, professional functioning, special behavior or attitude, and professional ethics. In general, the overall average scores of all of the students increased according to higher grade level. Furthermore, the average score of the person's special behavior or attitude of all students were higher than the average scores of the professional knowledge and the professional functioning. The students' scores in the second year were higher than in the first year. Conclusion/Implications: The professional competency indicators for the special education students included the professional competencies of special education teachers, college students, and the developmental tasks of undergraduate students. The opinions between special education teachers and professors showed no differences. These indicators, developed as a self-assessment scale, could reasonably demonstrate the professionalism growth of the students' self-recognition in professional knowledge, professional functioning, special behavior or attitude, and professional ethics. The results show that the scale is valuable for authentic practice, we can utilize this scale based on PSEPCI to help special education students self-recognition in the professionalism growth. In accordance with the results of this study, some suggestions were made to the departments of special education, and some suggestions for the future research were also given.

参考文献 ( 54 ) 〈TOP〉

吴武典、张芝萱(2010)。资优教育师资专业标准之建构。资优教育研究，9(2)，1-41。
连结：
陈信宪、陈美华(2005)。技职校院商管学群学生财金专业能力指标建构之研究。师大学报，50(2)，121-138。
连结：
陈清溪(2006)。国中小教育阶段特殊教育教师专业评监规准之研究。台湾教育研究的回顾与展望研讨会論文，新北=New Taipei City, Taiwan:
连结：
陈麗如、陈清溪、钟梅菁、江麗莉(2006)。高中职教育阶段特殊教育教师专业评监意見之研究。特殊教育与復健学报，16，25-44。
连结：
郑英耀、葉麗贞、劉昆夏、莫慕贞(2011)。大学生基本能力指标之建构。测验学刊，58(3)，531-558。
连结：

被引用文献 ( 4 ) 〈TOP〉

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