初任特教教師運用生成式人工智慧工具現況、專業發展需求及挑戰之研究

An Analysis of the Current Status, Professional Development Needs, and Challenges of Novice Special Education Teachers in Utilizing Generative Artificial Intelligence Tools

生成式人工智慧是一種基於機器學習與深度學習技術的創新工具，能夠分析歷史數據並生成全新內容，其在教育領域的應用潛力備受關注。本研究旨在探究初任特教教師應用生成式人工智慧工具之現況、專業發展需求及挑戰，據此提出針對初任特教教師在生成式人工智慧工具專業發展支持建議。本研究採個案研究法，以半結構式訪談方式，蒐集並分析3位北部國中分散式資源班初任特教教師的經驗與意見。研究結果顯示：（一）初任特教教師對生成式人工智慧工具應用尚處於起步階段，其熟練度與應用範圍均有待提升；（二）初任特教教師多透過自學方式學習生成式人工智慧工具，而現有的增能管道缺乏系統性與深入性，難以滿足特教領域的獨特需求；（三）初任特教教師常面臨生成式人工智慧工具的適用性、設備經費不足及增能資源匱乏等挑戰。根據研究結果，建議師資培育機構及教育主管機關應系統性地規劃並提供相關專業增能課程與資源，以提升初任特教教師的特教科技知識與專業發展。

Generative Artificial Intelligence (Gen-AI) was an innovative tool based on machine learning and deep learning technologies. It was capable of analyzing historical data and generating new content. Its potential applications in the field of education have garnered significant attention. This study aimed to explore the current status, professional development needs, and challenges faced by novice special education teachers in utilizing Gen-AI tools and to propose recommendations for supporting their professional development in the use of these tools. This study adopted a case study approach, utilizing semi-structured interviews to collect and analyze the experiences and perspectives of three novice special education teachers from distributed resource classes in junior high schools in northern Taiwan. The findings revealed the following: (1) The application of Gen-AI tools by novice special education teachers was still in its initial stages, with significant room for improvement in both proficiency and scope of use; (2) Most novice special education teachers learned to use Gen-AI tools through self-directed study, yet the available professional development channels at the time lacked systematic and in-depth support, which made it difficult to meet the unique demands of the special education field; (3) Novice special education teachers often faced challenges such as the suitability of Gen-AI tools, insufficient funding for equipment, and a lack of professional development resources. Based on the findings, this study recommended that teacher training institutions and educational authorities systematically design and provide relevant professional development courses and resources that are aligned with the unique needs of special education contexts, in order to enhance the Special Education Technology Knowledge and professional growth of novice special education teachers.