學前特教教師專業評鑑資料之探究

The Study of Teacher Evaluation Data Sources for Early Childhood Special Educators

理想的教師專業評鑑資料能夠展現教師專業的全貌，在教育部積極鼓勵學校申請試辦教師專業評鑑之際，本研究旨在瞭解學前特教教師對教師專業評鑑資料的意見，作為日後研擬教師專業評鑑方案之依據。研究採問卷調查方式，邀請各縣市學前特教教師參與，總計寄出問卷345份，回收214份，有效回收率達62%。回收問卷以描述性統計進行分析，研究結果發現：學前特教教師專業評鑑資料來源依據檢核重點而有不同，課程設計領域以教學檔案為主要資料來源，個別化教學領域以教學檔案為主要資料來源，教學經營領域以課堂觀察、教學檔案為主要資料來源，專業合作領域以訪談為主要資料來源。最後，依據研究結果對學前特教教師專業成長與教師專業評鑑提出相關建議。

The data sources for ideal teacher evaluation can present the expertise of the teachers. In view of this, the Ministry of Education encourages the schools to apply to carry out teacher evaluation. The purpose of the study is to explore the data sources of teacher evaluation for early childhood special educators in Taiwan. To fulfill the stated purpose, questionnaire was applied in research. The data collected from 214 special education teachers include special school teachers, special class teachers, inclusive class teachers and itinerant teachers in kindergarten. Data were analyzed through descriptive statistics. The results indicate (1) the data sources of teacher evaluation for early childhood special educators verify based on the different descriptors; (2) the primary data sources in four domains of teacher evaluation were found to come from (a) portfolio in curriculum design; (b) portfolio in individualized instruction domain; (c) class observation and portfolio in teaching management domain; (d) interview in professional cooperation domain. At last, based on the findings, some suggestions of this study are provided for references in implement for teacher evaluation program and in the future study.