臺北市國小普通班初任教師對身心障礙學生教學信念與實踐之探究

Abstract

融合教育於國內施行多年，但仍能發現普通班初任教師遭遇困境。本研究試圖理解臺北市國小普通班初任教師對身障學生抱持的教學信念及教學實踐情形，採哲學詮釋學的研究取向，主要以半結構式訪談四位初任教師，輔以相關文件及省思札記交叉檢核，透過詮釋循環分析，產生對教學信念與實踐的理解如下。四位初任教師重視身障學生在校學習與生活適應情形，將教導身障學生視為自身責任，以同理、尊重的心態看待個別差異，並相信融合教育班級可促進身障及一般學生的社會互動能力。四位初任教師會依身障學生特質進行差異化教學，落實預防性的班級經營措施，亦主動介入處遇性的輔導策略或尋求資源，並與身障學生及其家長建立良好關係。他們對身障學生的教學信念大多引領其教學實踐，時而因現實因素致兩者間產生落差，偶感無力或兩難，兩者亦具有交互作用現象。四位初任教師對身障學生教學信念的形塑歷程多發生在其求學及職前師培時期，其他發展歷程多發生在進入教學現場後，影響教學信念的因素小至個體本身，大至時間系統。最後，根據本研究的理解，研究者對實務現場提出反思個人經驗、提供增能資源或合作諮詢、於職前加強相關知能的建議，未來研究則可納入特殊需求學生、長期追蹤教學信念及探究親師和普特教師之溝通合作模式。Inclusive education has been implemented for many years, while it is found that novice teachers in general education classes face challenges. This study aimed to understand the teaching beliefs and practices for students with disabilities of novice elementary school general education teachers in Taipei City. The researcher used philosophical hermeneutics to examine semi-structured interviews with four novice teachers, assisted with relevant documents and reflective notes. Analyzed by hermeneutic circles, the understanding of the teaching beliefs and practices is as follows:The four novice teachers prioritize the learning and adaptation of students with disabilities in school. They regarded teaching students with disabilities as their responsibility, perceiving individual differences with empathy and respect. They also believed inclusive classes can enhance social interaction skills of all students.The four novice teachers implemented differentiated instruction based on the characteristics of students with disabilities. They put precautionary classroom management measures in practices and actively engaged in intervention-based counseling strategies or seek resources. They also established positive relationships with students with disabilities and their parents. Although the teaching beliefs of these novice teachers largely guided their teaching practices, realistic constraints sometimes led to the gap between both, making them feel powerless or discouraged at times. Interaction between both was also found.The shaping process of the teaching beliefs for students with disabilities mostly occurred during schooldays and the period of pre-service teacher training, while the other developmental process primarily took place after entering the workforce. Factors influencing the formation and development of the teaching beliefs ranged from the individual to the chronosystem.Based on the findings of this study, the practitioner could reflect on personal experiences, offer continuing professional resources or collaborative consultation, and strengthen competencies during pre-service training. Future researchers could take students with special needs into account, conduct long-term tracking of teaching beliefs, and probe communicative and collaborative teaming models.