特殊教育師資生在聽障教育實習運用手語教學的專業成長研究

A Study on the Professional Growth of Special Education Pre-service Teachers Using Sign Language Teaching in the Deaf Education Practicum

本研究主要目的為延續師資生學習手語歷程之探究後，繼續探討其運用手語於聽覺障礙教學實習的專業成長之個案研究。本研究以大學聽障教育實習指導教授與特殊學校合作方式，安排24位師資生在國、高中部國文科進行為期九週的教學實習。研究架構參考教學互動模式與教學指標，規劃實習課程的程序為一次教學參觀，二次教學見習，和六週的實地教學實習。師資生(1)採取小組合作模式討論教學課程與教法以及手語的練習；(2)透過特殊學校指導教師的課前指導教案、上臺上課後的教學技能和手語的指導所提供的專業教學經驗；(3)經由同儕間的互助支持與觀摩見習，以及主教者的教學省思等方式，在聽障教育實習運用手語教學的專業成長之歷程。研究結果顯示：(1)師資生在國文科課程運用手語教學時，從開始覺得緊張有挑戰性和難度，到實習結束，學生自覺對於學科教學手語有進步，更精進手語的期待；(2)在學科專業表現則在書寫教案、組織內容、考量聽障學生個別特性、鼓勵聽障學生參與機會、提升師生間互動、有效教學策略增進學生專注力及教學省思等七項教學指標中有呈現正向成長；(3)師資生經由聽障教育專業課程和與特殊學校合作的入班學科實習課程，與聽障學生的教學互動更緊密，有助於在教學專業的成長表現。

 

This research is a continuation of the previous study done by the researcher that inves-tigated special education pre-service teachers’ learning experiences of sign language. The purpose of this case study was to explore the professional growth of those pre-service teachers (PSTs) who used sign language during their deaf education practicum. In this study, an university advisor, and practicum supervisors from a special school cooperated in arranging a nine-week field practicum for 24 PSTs to teach Chinese in either a junior high or high school division of a special school. The research used the framework of the interactive teaching model and teaching indicators. The PSTs (1) adopted the model of group cooperation in discussing instruction curriculum, teaching strategies, and practicing sign languages; (2) embraced lesson plans, teaching activities, and sign languages practices guided by their practicum supervisors; and (3) engaged in peer observation feedbacks and self-reflection on teaching. The result of this study found: (1) the PSTs sensed tension and felt that it was a challenging task at the very beginning; however, at the end, they believed that they had made improvements after teaching the subject with the sign language; (2) in the aspect of their performance on pedagogical content knowledge, seven dimensions of teaching indicators had shown positive growth; and (3) the cooperation between special education teacher preparation program and special schools strengthened the classroom interactions between PSTs and stu-dents with hearing impairment, which contributed to PSTs’ professional growth of teaching.