| Summary: | 碩士 === 東海大學 === 教育研究所 === 100 === Kindergarten Teachers’ Professional Knowledge
and Attitudes toward Preschool Inclusive
Education-An Example of the New Taipei City
Abstract
This research aimed to investigate New Taipei City pre-school teachers' professional knowledge and their attitudes toward inclusive education. This research uses the survey method, and the purposive sampling in New Taipei City public kindergarten teachers . Both Questionnaire of Professional Knowledge of Integration Education and Questionnaire of Attitudes toward Inclusive Education were used as research tools. The data gathered by the questionnaires were analyzed with statistical software packages, conducting independent sample t-test, F test, single factor analysis of variance, Pearson correlation, and regression analysis.
Findings are:
(1) New Taipei City public kindergarten teachers get their professional knowledge of pre-school inclusive education to degrees of medium or high.
(2) New Taipei City public kindergarten teachers tend to have more positive reactions and have higher consent on their attitudes toward pre-school inclusive education.
(3) Sizes of kindergartens and teachers with various academic backgrounds show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education, but no significant differences are shown in teachers’ total teaching years or teaching experiences of special children. However, teachers with or without special education certificates show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school integration education, and so are teachers with or without special education backgrounds.
(4) New Taipei City public kindergarten teachers show no significant differences in their attitudes toward pre-school inclusive education in the following respects -- the numbers of classes in the kindergartens, teachers’ total teaching years, teachers’ academic backgrounds or their teaching experiences of special children. However, teachers with or without special education backgrounds do show their significant differences in their their attitudes toward pre-school inclusive education.
(5) There is a moderate positive corelation between the professional knowledge New Taipei City public kindergarten teachers get of pre-school inclusive education and their attitudes toward it.
(6) There is an expectancy of New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education for their attitudes toward it.
Keywords: pre-school teachers, inclusive education, professional knowledge,
attitudes
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