特別支援学校(知的障害)教員の専門性獲得に関する調査研究 : 特別支援学校教諭免許状保有状況に関する調査から
A Survey of Teachers' Professional Development in Special Education : The Status of Licensure of Special Education Teachers
special needs school
The purpose of the current survey study was to investigate the current issues of professional development for special education teachers who serve as special needs coordinators and job support teachers who are required to be highly qualified. The preliminary survey, which asked the participants which kind(s) and the degree(s) (i.e., the advanced degree, the first degree, the second degree) of teacher certificate(s) they have, whether they have special needs education teacher certificate(s), and if so, what degree(s) and how they obtained it/them, was sent to 1,476 special needs coordinators, job support teachers, and special needs education teachers who have experienced as neither special needs coordinators nor job support teachers. A total of 837 teachers (56.0%) participated in this survey study. The results showed that 94.5% of the special needs coordinators, 84.6% of the job support teachers, and 73.1% of the teachers who do not have any experiences as special needs coordinators and job support teachers hold special education teacher certificates. This study also revealed that over 70% of the participants obtained special needs education teacher certificate(s) by taking the Educational Personnel Certification Approval. Therefore, it would be necessary specifically for those who are special needs coordinators and job support teachers to obtain the first or the advanced degree of teacher certificate in order to provide better educational supports for students and parents; however, it is difficult for teachers to leave their jobs and obtain higher degrees of teacher certificates. Therefore, it is necessary for school districts to resolve teachers' financial and time restrictions if they are willing to be highly qualified, which is going to be beneficial for the school districts and teachers to provide better services for students and their parents in the future.
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域