嘉義縣市幼稚園教師學前融合教育專業知能與態度之研究

吳樎椒; 張宇樑; 廖又儀

doi:10.6773/JRMS.200812.0011

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P93 - 123

基础与应用科学 > 统计
社会科学 > 教育学

DOI： 10.6773/JRMS

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嘉义县市幼稚园教师学前融合教育专业知能与态度之研究

Kindergarten Teachers' Professional Knowledge and Attitudes toward Preschool Inclusive Education-An Example of Chiayi Area

吴樎椒(Su-Chiao Wu) ；张宇梁(Yu-Liang Chang) ；廖又仪(You-Yi Liao)

测验统计年刊； 16 期 (2008 / 12 / 01) ， P93 - 123

繁体中文 DOI： 10.6773/JRMS.200812.0011

学前融合教育；学前融合教育专业知能；学前融合教育态度；幼稚园教师； Preschool inclusive education ； Professional knowledge of inclusive education ； Attitudes towards preschool inclusive education ； Kindergarten teacher

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摘要 │ 参考文献 (44) │ 国际计量

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The purpose of this study was to investigate the current status of kindergarten teacher's professional knowledge and attitudes towards preschool inclusive education in Chiayi area, as well as comparing scores/differences of kindergarten teachers associated with different background variables. This study also discussed the relationship between professional knowledge and attitudes towards preschool inclusive education the targeted kindergarten teachers possessed, so as to analyze whether their attitude ratings could predict their professional knowledge ratings or not. A survey method was employed in this study. The Professional Knowledge Questionnaire of Inclusive Education and the Attitude Questionnaire of Inclusive Education were administered with the background information questions for gathering the data. There were totally 266 kindergarten teachers in Chiayi area participated in this study. Statistical methods, such as t-test, one-way ANOVA, Pearson cross-product correlation, and stepwise multiple regression, were applied for data analyses.
The research findings were reported as followings:
1. The professional knowledge towards preschool inclusive education these kindergarten teachers owned was at the average level.
2. These kindergarten teachers generally held positive attitudes towards preschool inclusion education, which were at the above average level.
3. There were significant differences in their professional knowledge of preschool inclusive education among their personal background variables, such as educational backgrounds, teacher qualifications of special education, and practical backgrounds related to special education.
4. There were significant differences in their attitude towards preschool inclusive education among their personal background variables, such as educational backgrounds, previous experiences of teaching children with special needs, teacher qualifications of special education, and practical backgrounds related to special education.
5. A significant positive relationship was found between their professional knowledge of and attitudes towards preschool inclusive education.
6. The professional knowledge of preschool inclusion education these teachers possessed could predict their attitudes towards preschool inclusive education.

参考文献 ( 44 ) 〈TOP〉

Adams, P. R.,Quintero, M.,Killoran, J.,Striefel, S.,Frede, E.(1987).A review and synthesis of teacher competencies necessary for effective mainstreaming.
Avramidis, E.,Bayliss, P.,Burden, R.(2000).A survey into mainstream teachers` attitudes toward the inclusion of children with special educational needs in the ordinary school in one local education authority.Educational Psychology,20(2),191-211.
Bryan, G. C.(2002).Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program.Teacher Education and Special Education,25(3),262-277.
Butler, F. C.(1978).The concept of competence: an operational definition.Educational Technology,18,7-18.
Chandler, P. A.(1998).A place for me: Including children with special needs in early care and education settings.Washington, DC:National Association for the Education of Young Children.

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