學前特殊教育教師對教師專業評鑑意見之研究

Early Childhood Special Educators' Perception of Teacher Evaluation

本研究旨在瞭解學前特殊教育教師對教師專業評鑑之意見，採問卷調查方式進行，研究對象為國內擔任學前殊殊教育工作之公立學校教師，包含特殊學校、特殊班、融合班、特殊教育巡迴輔導教師，合計有效問卷286份，回收率81％。結果發現大部分教師贊成學前特殊教育教師專業評鑑，並表示教師專業評鑑有助於學前特殊教育的改革。針對教師專業評鑑內涵之意見如下：1、評鑑目的：以改進教學、促進校務發展為主，而非以考核為主要目的。2、評鑑對象：以年資三到十年教師同意程度最高。3、評鑑方式：以自我評鑑方式的同意程度最高，其次是校內同儕評鑑。4、評鑑委員：以特殊教育教師、專家學者為主，其中教師自評的同意程度最高。5、評鑑週期：以每五年評鑑一次的同意程度最高。6、評鑑時間：以下學期3－4月、5－6月同意程度較高。7、評鑑項目：以師生互動、課程設計、IEP編擬與執行、服務熱忱、敬業精神的同意程度較高，而行動研究項目之同意程度偏低。8、資料來源：以檔案資料、訪談、觀察等多元資料為依據。9、結果告知：以個別通知、擇優公布、通知學校方式的同意程度較高。10、結果應用：以獎勵教師、提昇教師專業為主。

The purpose of this study was to explore the views of special education teachers on teacher evaluation system in Taiwan. To fulfill the stated purpose, questionnaire was applied in research. The data were collected from 286 special education teachers in kindergarten and analyzed through frequency. In the findings of questionnaire, most special educators agreed that teacher evaluation is a good way to make professional growth. Four main suggestions were presented if implementing teacher evaluationincluding establish satisfactory teacher evaluation systemadministrative supportfeedback system and different teacher evaluation programs. Suggestions were offered to the educational administration agenciesthe kindergarten and early childhood special educators.