Research on professional knowledge for inclusion within early childhood teachers working in Taipei County

• Main Authors: SHU JU HUANG, 黃淑茹
• Other Authors: MING CHUAN WANG
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/ez4g2q

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 96 === The research discusses on professional knowledge for inclusion within early childhood teachers working in Taipei County.This research uses surveys and a self-made「Survey for measuring that amount of professional knowledge teachers of early childhood inclusive education possess」as a research tool; 906 teachers working at public kindergartens embedded within elementary or junior high-schools in Taipei County were set as research subjects. 652 effective samples were collected with a survey recycle rate of 72%. We conducted frequency distribution, percentage, average, standard deviation, one-way ANOVA, Scheffé's method, Pearson product-moment correlation, and Stepwise Regression Analysis on the data. The following are the research results: 1. Teachers of early childhood inclusive education think that it is important to possess professional knowledge, this category displayed mid-high importance. 2. Teachers of early childhood inclusive education with different background variants displayed major differences in the「years in kindergarten teaching」variant; Those that had at least 15 years of teaching experience all stressed the importance that a teacher should have such professional knowledge more than those that only had 5 to 10 years of teaching experience. 3. Teachers of early childhood inclusive education all agree that teachers need professional knowledge, this category displayed mid-high importance. 4. In regard to teachers of early childhood inclusive education with different background variants and the need for professional knowledge, we discovered those that taught kindergarten 3 to 5 years needed more professional knowledge than those that have taught for 5 to 10 years; while the teachers that taught 2 classes definitely needed more than those that only taught 1 kindergarten class. 5. Different age, different years in teaching of inclusion education, teachers of different special education classes, did not display much difference in their professional knowledge and their need for professional knowledge. 6. The professional knowledge the teacher possessed and the need for professional knowledge displayed positive correlation. 7. The professional knowledge the teacher should possess displayed major predictability toward the need for professional knowledge. We gave suggestions to early education administrative institutions, teachers of kindergarten inclusive education, future researchers to serve as reference according to the results of this research.