| Summary: | 碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 106 === The purpose of this study was to discuss the situation of professional role perceptions of novice resource room teachers, their professional skill requirements, and to understand their expection about teacher training. To achieve this purpose, this study applied the approach of in-depth interview on five novice resource room teachers and four teaching interns. We could realize the situation of professional role perceptions of novice resource room teachers according to the analysis of the interview.
The followings were the results of this study:
1.Professional roles that novice resource room teachers were aware contains teacher, communication coordinator, counselor, advocate, provider of advisory and resources, diagnostician and administration staff. Administration could be subdivided into special education administration and general administration.
2.Professional roles of novice resource room teachers were shaped by influence of family, teacher education program, part-time working experience, volunteering activities, internship and work.
3.In opinion of novice resource room teacher, their professional skill requires following abilities: professional competency of special education, designing of the curriculum and teaching, counseling and guidance competence, classroom management, and common skills which contains word processing, communication skills, interpersonal interaction, team cooperation, problem solving, resources integration.
4.Novice resource teacher expected teacher training units to provide more connection of theory and practice, more internship opportunity on site, more training of teacher certification exam, more programs of notice resource teacher training and more training of academic knowledge, more chances to practice all skills a teacher should have. They also suggested that students could find more chances of participating more activities of special education, carrer visiting and internship in primary level.
|
|---|
