攜手同行：建構特教初任教師導入方案之旅

• Published in: Jiao yu ke xue yan jiu qi kan Vol. 64; no. 1; pp. 053 - 080
• Main Authors: 胡心慈(Shin-Tzu Hu), 張育琳(Yu-Lin Chang)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 國立臺灣師範大學 01.03.2019
• Subjects: induction; novice special education teachers; teacher professional development; TSSCI; 導入方案; 教師專業成長; 特教初任教師; 導入方案; novice special education teachers; induction; 特教初任教師; 教師專業成長; teacher professional development; TSSCI
• ISSN: 2073-753X
• DOI: 10.6209/JORIES.201903_64(1).0003

The purpose of this study was to construct an induction framework for the novice special education teachers at secondary school level. The co-operative action inquiry research was utilized. The researchers were co-operative with 12 expert special education teachers of Wellbeing County to mentor 16 novice teachers. The results of this study indicated the process of this framework was step by step, from the beginning at each other feeling strange and watching each other, then the mentors took the initiative, after this periods, both of them could take the initiative to interact with each other, at last, they all joined the line group to become good partners working together. The professional needs of the novice special education teachers were in the administrative matters at first, then they needed professional support in teaching and managing students’ challenging behaviors. Many strategies were being used in this program, e.g. modeling, evaluating, discussing, which made both senior and novice teachers grew a