| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 100 === A Study on Special Education Teachers’ Lifelong Learning Key Competencies and Professional Competencies in Elementary Schools
Abstract
Yen-Ting Pan
The purposes of this study are to explore the status, relationship and differences among special education teachers’ lifelong learning key competencies and professional competencies in elementary schools.
This study is based on questionnaire method. The subjects of the study are special education teachers of elementary school in Taipei city and the study used the " the Special Education Teachers’ Lifelong Learning Key Competencies and Professional competencies in Elementary Schools Questionnaire " as instruments.
Of the 269 questionnaires disseminated, 247 were returned and completed, yielding a return rate of 92%.The data was analyzed according descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation. The results are as following:
1. The level of the elementary school special education teachers’ lifelong learning key competencies is high.
2. The level of the elementary school special education teachers’ professional competencies is high.
3. Special education teachers with different education background variables , differ significantly in lifelong learning key competencies. The teachers with master degrees or above have better lifelong learning key competencies
4. Special education teachers with different background variables of “Year of teaching experiences” , “level of education”,“ class of teaching”, differ significantly in professional competencies. The teachers having 3-10 or 11-20 years of teaching experiences is better in evaluation diagnosis than the teachers having 1-2 years of teaching experiences. The teachers with master degrees or above have better professional competencies.The teachers in self-contained special class is better in curriculum design and teaching than itinerant teachers
5. In elementary schools, special education teachers’ lifelong learning key competencies is positively related to professional competencies. It means that special education teachers who have better lifelong learning key competencies have better professional competencies.
According to the above outcomes, the suggestions were noted to the Education Bureau ,teachers and future related study.
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