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研究生:許紋華
研究生(外文):Hsu, Wen-Hua
論文名稱:大專資源教室輔導人員角色知覺、特教專業知能與角色實踐之研究
論文名稱(外文):A Study on the Role perceptions, professional competencies in special education, and role performances of School Counselors in College Resource Room
指導教授:王智弘王智弘引用關係張昇鵬張昇鵬引用關係
指導教授(外文):Wang, Chih-HungChang, Sheng-Pong
口試委員:王智弘張昇鵬潘裕豐陳聰文侯禎塘
口試委員(外文):Wang, Chih-HungChang, Sheng-PongPan, Yu-FongChen, Tsong-WenHou, Chen-Tang
口試日期:2017-06-13
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:383
中文關鍵詞:大專資源教室輔導人員角色知覺角色實踐特教專業知能
外文關鍵詞:Role perceptionprofessional competencies in special educationrole Performancescollege resource room
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本研究旨在探討大專資源教室輔導人員角色知覺、特殊教育專業知能與角色實踐之情形,並分析不同背景變項(性別、年齡、服務學校類型、資源教室服務年資、專業背景、對此角色的認同)之大專資源教室輔導人員在角色知覺與角色實踐間之差異,以及特教專業知能與專業知能實踐間之差異。最後根據研究發現提出建議供教育行政機關、輔導員服務學校以及未來相關研究之參考。
為了探究上述目的,本研究兼採量化研究和質性研究。量化研究部分,以全國大專資源教室輔導人員為母群,採用研究者自編「大專資源教室輔導人員角色知覺、特殊教育專業知能與角色實踐問卷」進行調查,共發出問卷205份,回收200份,刪除無效問卷後之有效率為96%。調查資料以平均數、標準差、皮爾遜積差相關、相依樣本T檢定、以及一般線性模式等統計方法進行資料處理。質性研究部份,透過半結構式訪談五位資深輔導人員的方式,並進一步將質性資料分類、歸納、分析與詮釋。獲致結論如下:
一、大專資源教室輔導員角色知覺實踐程度最高的是「行政與計畫知覺」,最低的是「診斷與鑑定知覺」。特教專業知能實踐程度最高的是「諮詢與協調」,最低的是「環境規劃與經營」。
二、服務學校類型、專業背景、資源教室角色認同,無論在角色知覺、特教專業知能之實踐上都沒有顯著差異。
三、不同性別與角色知覺比較上,女性輔導員在「實踐大專生活適應輔導知覺」方面顯著高於男性輔導。不同性別與特教專業知能比較上,女性輔導員在「實踐環境規劃與經營」方面顯著高於男性輔導員。
四、年資3年以上之輔導員,其「診斷與鑑定」之實踐上明顯優於年資2年以下之輔導員。9年以上年資之輔導員,其「實踐行政與計畫知覺」和「總實踐特教專業知能」之實踐上明顯優於年資未滿一年之輔導員。
五、角色知覺和角色實踐之間以及特教專業知能和專業知能實踐之間為顯著正相關。
六、不同背景變項的大專資源教室輔導人員在理想角色知覺與實踐角色知覺,理想特殊教育專業知能與實踐特殊教育專業知能之間會因部分背景變項不同而有差異。
七、大專資源教室輔導員之角色定位就像是「資源的協調、整合和轉介中心」。
八、年資是可以被解釋成可以帶動組織之間的專業分工、專業對話和專業精進的。
九、千里馬與伯樂~可遇不可求的專業後盾-「行政支持」。
The purpose of this study was to explore the relations among school counselors role perceptions, professional competencies in special education, and role performances in college resource room, as well as to analyze the differences between professional competencies in special education and role performances. Finally according to the results of this study, some suggestions were made for the educational administration, colleges and future researchers in this field.
In order to get the purpose, quantity and quality research methods were both used in this study. In quantitative research, the population of this study was school counselors searving in college Resource Room in Taiwan. By sending questionnaires to 205 school counselors, deleting uneffective questionnaires, 200 effective questionnaires were left. The effective ratio was 96%. Means, Standard deviation, Pearson’s product-moment correlation, dependent sample T value test, and General Linear Model used as statistic tools to analyze the data gathered by the questionnaires. In qualitative research part, Semistructured interviewing with five senior school counsels serving in College Resource Room was used as the means of gathering data. And the data were further catagrorized, inductive reasoned, and analyzed, the results as follows:
1. The highest degree of school counselors role performances in college resource room was
“the perception of administration and plan”, and the lowest was “the perception of diagosis
and evaluation”. The highest degree of school counselors’ professional competencies in
special education was “counsulting and coordinating”, and the lowest degree was
“environmental plan and management”.
2. The types of colleges, professional background, and role identity in resource room in college resulted no difference on the role perception, professional competencues in special education and role performances.
3. Comparing between male and female school counselors, female school counselors were higher scores than male school counselors, especially in practicing guidance perception in life adjustment; and in professional competencies in special education, female school counselors got higher scores than male school counselors in practiced “environmental plan and management”.
4. The school counslors on seniority of three years the “practiced on diagnosis and evaluation” was significantly higher than the school counslors below seniority of two years; and the school counslors above seniority of nine years the “perception of practicing administration and plan”, and the “perception of practicing professional competencies in special education” got significantly higher scores than the school counslors below seniority of one year.
5. The role perception and role practicing as well as professional competencies in special education and role performances presented positive correlation.
6. Mention about the different backgrounds of school counselors in college Resource Room, at some background factors the ideal role perceptions and the perception at the practicing performance, the ideal professional competencies in special education and the practicing in professional competencies in special education, showed a little different owing to the different backgrounds.
7. The role orientation of school counselor in college Resource Room was like the center of coordinative resources, comformative resources, and transfer resources.
8. Seniority could be explained to drive division of labour based on specializeation, and professional dialogue, and promotional profession in an organization.
9. Administration support supplied professional support.
第一章 緒論 1
第一節 研究動機 2
壹、大專特殊生入學障別比例和資源教室輔導人員專業投入的不對稱性 2
貳、大專特殊生所反應的教育需求與專業能力提供的有效性 5
參、大專融合教育的意義對大專資源教室專業知能所帶來的衝擊 11
肆、必也正名乎~是特教老師?輔導老師?還是個案管理員? 15
第二節 研究目的 23
第三節 待答問題 24
第四節 名詞釋義 25
壹、大專院校資源教室 25
貳、資源教室輔導人員 25
參、角色知覺 25
肆、特殊教育專業知能 26
伍、角色實踐 27
第二章 文獻探討 29
第一節 融合教育理念在高等教育脈絡的變與辯 29
壹、融合教育的緣起 30
貳、多元文化的融合教育理念與邊緣化的障礙角色 38
參、融合教育對大專資源教室輔導員專業性所帶來的思辯與反思 41
第二節 大學資源教室的發展與定位 53
壹、資源教室之成立源由 53
第三節 角色知覺的概念分析及其相關研究 61
壹、角色知覺的意義 62
貳、教師角色知覺的相關研究及其對本研究之啟示 81
第四節 角色實踐的概念分析及其相關研究 94
壹、角色實踐的意義 94
貳、角色實踐的相關研究及其對本研究之啟示 98
第五節 特教專業的概念分析及相關研究 116
壹、教師專業與特教專業 116
貳、從身份認同看教師的專業性和專業知能 135
參、從身份認同到教師專業認同 146
肆、教師專業知能的相關研究 155
第三章 研究方法與實施 179
第一節 研究架構 179
第二節 研究假設 184
第三節 研究對象 185
壹、問卷調查對象 185
貳、訪談對象 186
第四節 研究工具 189
壹、問卷調查法 190
貳、訪談法 204
第五節 研究步驟 225
第六節 資料處理與分析 226
第四章 研究結果與討論 229
第一節 大專資源教室輔導員角色知覺、特教專業知能及角色實踐的現況 230
壹、大專資源教室輔導員角色知覺、特教專業知能及角色實踐的現況分析 230
貳、大專資源教室輔導員角色知覺、特教專業知能及角色實踐各層面分析 234
第二節 不同背景變項大專資源教室輔導員的角色知覺、特教專業知能與角色實踐之間的差異情形 242
第三節 大專資源教室輔導員角色知覺與角色實踐的相關分析及角色知覺、特教專業知能與角色實踐的相關情形 270
第四節 大專資源教室輔導人員理想角色知覺與實踐角色知覺,理想特殊教育專業知能與實踐特殊教育專業知能的差異情形 276
第五節 不同背景變項的大專資源教室輔導人員理想角色知覺與實踐角色知覺,以及理想特殊教育專業知能與實踐特殊教育專業知能的差異情形 280
第六節 質性資料分析與討論~揭開大專資源教室專業的面紗~ 295
壹、大專資源教室輔導員角色的邂逅:就像是新手爸爸、媽媽 296
貳、遊走在社工、輔導、特教之間的多重角色認同 298
參、異中求同:獨樹一幟的專業風格 301
肆、邁向專業人力建構的路上:一個大家都懂但卻難以說請楚講明白的【年資】 310
伍、千里馬與伯樂:可遇不可求的專業後盾-「行政支持」 324
第五章 研究結論與建議 329
第一節 研究結論 329
第二節 研究建議 337
參考文獻 347
中文部份 347
英文部份 353
附錄 368
附錄一 大專資源教室輔導人員角色知覺、特教專業知能與角色實踐(預試) 368
附錄二 大專資源教室輔導人員角色知覺、特教專業知能與角色實踐(正式) 375
附錄三 訪談大綱 380
附錄四 訪談錄音同意書 381
附錄五 資源教室相關研究和教師專業內涵之關聯性比較 382
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