台灣區啟聰學校教師之教學溝通行為與所需具備之專業能力調查

A Survey on Deaf-school Teachers' Instructional Communication Behaviors and Professional Competencies Needed in Taiwan

本研究的目的在調查台灣地區啟聰學校教師對教學溝通行為與對所需具備的整體專業能力之看法。研究者以「教學溝通行為問卷」與「啟聰教育教師專業能力需求之問卷」為研究工具，以台灣地區啟聰學校的教師為研究對象。研究者在第一階段詢問教師對教學溝通能力的看法；第二階段則詢問教師對整體師資專業能力的看法。之後研究者探討師資培育機構特殊教育系聽障組的課程與啟聰學校教師的專業能力與教學溝通能力間的配合情形。研究結果發現：（一）啟聰學校教師的教學溝通能力隨教學年資增加而進步；教師認為未來啟聰學校教師須具備基本手語能力與接受手語能力評量：（二）啟聰學校教師認為最重要的專業能力前十項能力已被列舉，其中包括教師要能理解學生的手語；（三）多數師資培育機構中特殊教育系的聽障組課程中多未開設手語課，因此無法使學生獲得未來任教啟聰學校的基本教學溝通能力。針對研究結果，研究者提供建議，以供教育當局、啟聰學校與師資培育機構參考。

The purposes of this study were to investigate deaf-school teachers' opinions on their instructional communication behaviors and their opinions on teachers' competencies. Using 'Instructional Communication Questionnaire' and 'Deaf education Teachers' Professional Competencies Questionnaire' as instruments, the investigator sequentially asked all deaf-school teachers ' opinions; then she explored the match between deaf-school teachers' professional competencies and courses provided by pre-service teacher preparation institutions. Results showed that (A) AIl teachers had improved their communication competencies significantly in most communication modes from entry into the profession to the time of the study. Most teachers agreed that basic sign language skills should be required for future teachers. (B) Ten items of the most important professional competencies have been chosen by all deaf school teachers (from kindergarten level to senior high level) and are listed; one of the items is understanding students' sign language. (C) Most pre-service teacher preparation institutions do not provide sign language courses. The consequence is that future teacher students may not possess the required instructional communication competencies if they choose to teach at the deaf school. Finally, suggestions are made for reference for educational authorities, administrators in deaf schools, and for teacher preparation institutions.