融合教育下國小特教師培生於職業教育與生涯規劃課程之教學困境與解決策略

Teaching Dilemmas and Solution Strategies of Special Education Teacher Trainees in Elementary Schools under Inclusive Education in Career Education and Life Planning Curriculum

本研究有鑑於「技術及職業教育法」規定國民小學課程綱要納入職業認識與探索相關內容，然因國小普遍實施「融合教育」，因此職前師資培育尤為關鍵。本研究旨探討國小特教師培生對於國小「融合教育」下「職業教育與訓練、生涯規劃」教學的困境與解決策略，藉以探討國小「融合教育」下「職業教育與訓練、生涯規劃」教學的困境與解決策略，並提供師培大學在「職業教育與訓練、生涯規劃」融合教育教學的建議。本研究目的包括以下四點：一、探究我國國小「融合教育」下「職業教育與訓練、生涯規劃」課程政策與規畫；二、剖析我國國小師培生「融合教育」下「職業教育與訓練、生涯規劃」教學的困境與限制；三、分析我國國小「融合教育」下「職業教育與訓練、生涯規劃」的有效教學與解決策略；四、根據研究結果，提出我國國小「融合教育」下「職業教育與訓練、生涯規劃」之教學的建議。本研究採立意取樣，選取教育學程種類最多元、校史悠久的教育大學特教學系「職業教育與訓練、生涯規劃」課程中43位特教師培生為研究參與者。本研究方法採用質性研究，研究工具採自編之「我國國小『融合教育』下『職業教育與訓練、生涯規劃』教學研究」質性google問卷，結合質性問卷調查、半結構式訪談及課室觀察等進行質性資料蒐集與分析、編碼與轉譯。本研究採用多元資料來源和各種資料形式進行交叉驗證，以增強本研究結果的信實度與可靠性。本研究遵循研究倫理的基本原則，強調互惠與尊重、知情同意。本文結論提出我國國小融合教育下的職業教育與生涯規劃課程，包括課程規劃、師資培訓及跨專業合作等。建議提升教師專業知能、豐富課程設計、強化家社合作，並創建資源循環平臺，推動彈性化及個別化教育等。

This study, in light of the ''Technical and Vocational Education Act,'' which mandated that elementary school curricula include content related to Vocational Education and Training and Career Planning awareness and exploration, recognized that the widespread implementation of ''Inclusive Education'' in elementary schools made pre-service teacher training particularly critical. Therefore, this study aimed to explore the dilemmas and solutions faced by special education teacher trainees in elementary schools regarding the teaching of ''Vocational Education and Training, Life Planning'' under ''Inclusive Education.'' It sought to examine the challenges and solutions of teaching ''Vocational Education and Training, Life Planning'' under ''Inclusive Education'' and provide recommendations for teacher training universities on integrating ''Vocational Education and Training, Life Planning'' into inclusive education curricula. The purposes of this study included the following four points: (1) to investigate the policy and planning of ''Vocational Education and Training, Life Planning'' curriculum under ''Inclusive Education'' in Taiwanese elementary schools; (2) to analyze the challenges and limitations of teaching ''Vocational Education and Training, Life Planning'' under ''Inclusive Education'' in Taiwanese elementary schools; (3) to analyze effective teaching and solution strategies for ''Vocational Education and Training, Life Planning'' under ''Inclusive Education'' in Taiwanese elementary schools; and (4) to propose teaching suggestions for ''Vocational Education and Training, Life Planning'' under ''Inclusive Education'' in Taiwanese elementary schools based on the research findings. The study employed purposive sampling, selecting 43 special education teacher trainees from the Department of Special Education at a university with a long history and a diverse range of teacher education programs, particularly focusing on the ''Vocational Education and Training, Life Planning'' course. The research method was a case study, and the research tool was a self-designed qualitative Google questionnaire titled ''Study on Teaching 'Vocational Education and Training, Life Planning' under 'Inclusive Education' in Taiwanese Elementary Schools.'' This was combined with qualitative survey questionnaires, semi-structured interviews, and classroom observations to collect and analyze qualitative data, including coding and transcription. The study used multiple data sources and forms to conduct cross-validation, enhancing the trustworthiness and reliability of the findings. The study adhered to the basic principles of research ethics, emphasizing reciprocity, respect, and informed consent. The conclusion of this article presented the career education and life planning curriculum under inclusive education in Taiwanese elementary schools, including curriculum planning, teacher training, and interdisciplinary collaboration. It was recommended to enhance teachers' professional knowledge, enrich curriculum design, strengthen family and community cooperation, create a resource-sharing platform, and promote flexible and individualized education.