標準本位特殊教育教師專業能力調查探究之系統性文獻分析

Abstract

本研究蒐集2006年後的特殊教育專業標準之調查研究，探討這些研究中的特教專業標準與教育部在2016年公布的十大教師專業標準之間的關係。藉由系統性文獻分析的過程，使用臺灣四個常用的電子資料庫進行蒐集與設定二階段的篩選，最後獲得13篇實證性研究。由分析結果得知，文獻中的特教專業標準較少關注十大教師專業標準中的「善盡教育專業責任」與「致力教師專業成長」向度。最後也針對研究發現做出討論和建議。

This study aimed to analyze the relationship between special education teachers’ professional standards and the 2016 Teachers’ Professional Standards. We did so by collecting research conducted after 2006. A systematic review process was adopted. We searched four popular electronic databases in Taiwan. After screening studies based on criteria that adopted two desired phrases, thirteen studies were included. The results indicated that the previous studies did not mention “Professional responsibility for education” and “Teacher’s professional development” much. Based on the results, we made suggestions for future studies and practices.