Tesi: "Itinerant teachers"

1

Carter, Karen. "Itinerant teachers of music : a state of flux". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/3552.

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Teachers who are itinerant contend with many factors that complicate their ability to deliver programmes. This thesis investigates the experiences of one such group of itinerant educators, Itinerant Teachers of Music (ITMs). They are responsible for the teaching of instrumental music in secondary schools in AotearoalNew Zealand. I used a case study to examine the phenomenon of itinerancy and considered the experiences of ITMs and ITM Co-ordinators in the Canterbury region and the views of the Heads of Music Departments (HoDs Music) with whom they work. This included observing ITMs at work and interviewing ITMs, ITM Co-ordinators, and HoDs Music about being itinerant. I consulted strategic documents such as music education reports, curriculum statements and job descriptions to examine the place of ITMs in official music education discourses. A social constructionist perspective underpins the research. Social constructionism emphasises the socially constructed reality of ITMs' experiences and raises issues of power and access to those discourses that define itinerancy. I argue that itinerancy as encountered by ITMs is characterised by three main themes: temporality, invisibility and adaptability. Time dominates itinerant work. Teaching is compressed into twenty minute blocks, travel times are minimised. An ITMs day is intensive, with scarcely a wasted minute. This influences the quality oftheir work and interactions with colleagues. Their present situation is affected by historical discourses of itinerancy, their future determined by current restrictions. To be itinerant, with multiple work sites and frequent travel is to be largely invisible. This invisibility, as ITMs engage in their work, impacts on their identity, status, relationships and place in schools and educational discourses. Adaptability and flexibility are essential ITM traits. ITMs are required to conform to the demands and expectations .of diverse school systems, HoDs Music and students, as well as their own employers, as they work within systemic constraints. They are multi-skilled musicians and teachers. ITMs work in conditions intensified by itinerancy where temporality, invisibility and adaptability are the criteria by which they are defined and they have defined themselves. I conclude with nine recommendations for change that involve a review of the operational structures regulating the practice of itinerancy in the ITM programme and an examination of the resources allocated to it.

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2

Clark, Kathleen M. "A survey of kindergarten teachers' perceptions of special needs preschool itinerant services". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.

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3

Norman, Nancy Alice. "Narratives of teacher-student relationships : how itinerant teachers of the deaf and hard of hearing support their students’ social and emotional development". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58523.

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Positive teacher-student relationships promote healthy school experiences and have been shown to play an important role in creating positive social and academic outcomes for students, including students with special learning needs (e.g., Hamre & Pianta, 2001). Most deaf and hard-of-hearing (DHH) students are educated in inclusive school environments alongside their hearing peers, and likely receive additional support from an itinerant teacher of the deaf and hard of hearing throughout their school years (kindergarten to grade 12). However, very little is known about the significance of this unique teacher-student relationship in terms of social and emotional support, nor in what ways this relationship may help or hinder social inclusion at school. To address the paucity of research in this area, I used a narrative inquiry and multiple case study design to examine the characteristics of the itinerant teacher-DHH student relationship. Each participant (four itinerant teachers and four DHH students) participated in two separate individual interviews and was asked to reflect upon their relationship working with DHH students or itinerant teachers, as appropriate. The first interview was semi-structured and captured the participants’ perspectives of their itinerant teacher-DHH student relationships generally. The second interview focused on the meaning and significance of the itinerant teacher-student relationship. Narrative stories for each participant were written from the interview data and analyzed using a constant comparison, thematic content analysis (Braun & Clarke, 2006). Six prominent themes emerged from the itinerant teacher narrative stores: identity development (of students), attachment, safe space, connector, advisor, and itinerant teacher identity. Five prominent themes emerged from the DHH student narrative stories: identity development (of students), attachment, safe space, connector, and advisor. This study contributes to the field of Deaf Education in terms of identifying possible important aspects of the itinerant teacher-student relationship from both the teachers’ and the students’ perspectives. In addition, the findings shed light on potential interpersonal mechanisms that may be involved in creating successful school experiences for DHH students who are educated in inclusive school environments.
Education, Faculty of
Graduate

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4

Reed, Susanne. "The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279878.

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The purpose of this qualitative case study was to examine the beliefs and practices of itinerant teachers of deaf and hard of hearing (d/hh) students about literacy development. The study examined the match between the itinerant teachers' beliefs and their practices match and the effects of the itinerant setting on beliefs and practices. These are important questions in the field as so many d/hh students are currently enrolled in public school settings. Five itinerant teachers participated in the study and met the following criteria: spend 70% or more of their time providing itinerant services and who serve two or more elementary schools, provide itinerant services to elementary age d/hh students, have at least five years of teaching experience with two or more years spent as an itinerant, and located within a 150 mile radius of Tucson, Arizona. A series of three interviews and four observations were completed with each teacher. The qualitative analysis program QSR Nudist 4 (2000) was used initially to analyze all of the data from the interviews and observations. This was followed by at least four readings of the original transcripts, once for each research question. Conclusions were drawn and similar patterns, phrases, ideas and themes were labeled and indexed. The teachers believe that d/hh students develop literacy in similar ways to hearing children if they have a strong language base. They also find it valuable to have a broad knowledge of literacy development for hearing children in order to identify gaps that d/hh students might have. The teachers use a combination of service delivery models, pull-out and in-class. The teachers use a combination of meaning-centered and skills-based models and a wide variety of practices for developing literacy. The majority of the teachers' beliefs match their practices. A number of specific effects of the itinerant setting affect the teachers' practices including: support from team members, space, consistency of student sessions, isolation, availability of resources, time, student teacher ratio, ownership of students and programming, and flexibility. Importance of the findings and their implications are discussed.

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5

Daniels, Jacqulyn Anne Donnenwirth. "The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4400.

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The primary question for this dissertation was: Does online professional development increase novice itinerant Teachers of Students with Visual impairments' (TVI) efficacy for assessing learning and literacy media for students with multiple disabilities including visual impairments? The literature suggested novice TVIs might experience low efficacy when implementing strategies unique to their job after leaving teacher-training programs. Working in an itinerant position can intensify perceptions of low efficacy. One area of low efficacy was conducting and reporting on the assessment of learning and literacy media (ALLM). Using a quasi-experimental pre/post-design, data were collected from pre/postintervention knowledge questionnaires about the assessment process and pre/postintervention written ALLM reports. Eleven participants with 1-5 years of experience as TVIs were divided into control and intervention groups. Four online modules were delivered to the intervention group. The data were analyzed using two dependent and two independent sample t tests. The results indicated the change scores between the control groups pre- and post-submissions did not improve. The change scores between the intervention groups pre- and post-submissions did significantly improve after participation in the online modules. The change scores overall between the intervention and control groups' pre/post submissions were statistically significant. The intervention group completed an acceptability rating scale regarding the feasibility of the modules and the results had an average score of 3.5 (4 = strongly agree). The primary limitation of this study was the small sample size and, therefore, did not allow for generalization.

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6

Arendse, Agnetha. "Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9807_1298612022.

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The study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there were very limited research studies and literature available on the challenges facing Itinerant Learning Support Educators hence literature in the study drew on the development and history of Special Education towards a global shift with regard to Inclusive Education policy development. As such the literature was utilized to understand how global phenomena and policies in developed countries impact on local policy transformation and contexts. The study followed a qualitative research approach to explore the challenges facing Itinerant Learning Support Educators in performing their functions. To gain an in depth understanding of their perceptions a case study method was followed and data collection techniques included focus group interviews. The sample in this study comprised of 14 Itinerant Learning Support Educators. The data was analyzed using a thematic approach. The findings of this study highlighted that despite a shift towards Inclusive Education in South Africa, Itinerant Learning Support Educators found themselves challenged by a range of contextual issues that impacted on the effective delivery of inclusive principles and practices. The study recommends that the Department of Education should take cognisance of these challenges, review the job description of Itinerant Learning Support Educators and put clear guidelines and support structures in place to support them in functioning optimally within an Inclusive Education paradigm.

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7

Chun, Chou Pi, e 周璧君. "An exploration on Itinerant Teachers’ Role Perception". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/87581646408296849446.

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碩士
國立臺北教育大學
特殊教育學系碩士班
96
The purpose of the study is sought to investigate the role perception of several itinerant teachers and how they adjust themselves to the conflict they encounter. A qualitative research method was used in this study. Six itinerant teachers were interviewed with semi-constructed interviews. The results of the study indicated below: The itinerant teachers recognize themselves through the content of their work requirement. There are several elements that may have influences on their role awareness including personal motivation, personality, and the social interaction within the work environment. The teachers believe that the job itself does not have any problems. The issue is whether or not a teacher is suitable for this position. The role conflicts that an itinerant teacher may have including the conflicts within the role and the conflicts produced by others when a high expectation was given. It happens more often to the female itinerant teachers when they are not able to take care of their family and their work at the same time. They adjust themselves by seeking professional help, adjusting ways to deal with issues, adjusting their emotional needs, and tolerating the problems. The flexibility of selecting a position and the attitude of the authority of the department of education also affect the role awareness of the itinerant teachers.

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8

"Teacher Satisfaction Among Itinerant Teachers of the Deaf and Hard of Hearing". Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40784.

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abstract: Teachers of the deaf and hard of hearing have served Arizona since 1912 when the Arizona School for the Deaf and Blind opened in Tucson, Arizona. Several decades later the Phoenix Day School for the Deaf was established in the Phoenix metropolitan area. To reach deaf and visually impaired students in the rural areas of Arizona, itinerant teachers travel from school to school, providing instruction and consultation with families and school personnel. The purpose of the study was to examine the perceptions and attitudes of itinerant teachers of the deaf and hard of hearing as to job satisfaction. Four research questions addressed the roles and responsibilities of itinerant teachers: extent of teacher participation in professional development activities; the opinions and attitudes of teachers toward their work; and additional comments and concerns. To answer these questions, 43 participants from five cooperatives established by the Arizona State School for the Deaf and Blind responded to a modified version of the 2007-2008 Schools and Staffing Survey regarding itinerant teacher job satisfaction. Two open-ended questions made this survey a mixed methods study of both quantitative and qualitative data. It was found itinerant teachers worked with students with a variety of hearing losses and educational needs; worked with regular classroom teachers and other school personnel; planned, assessed, and kept records; coordinated and conducted consultation and IEP meetings; worked with parents; provided technical support; traveled to different schools to work with students; provided accommodations and modifications; and provided direct instruction to DHH students. As to professional development, participants found language strategies and content of subjects taught to be useful and most attended. Ninety-one percent of the cooperative teachers seemed satisfied as a teacher. They felt support from administration, were satisfied with how the cooperatives were managed, and agreed that they were recognized for their efforts. Some of the concerns from teachers were their salary, the paperwork involved with itinerant teaching, and the limited amount of resources available to them. Overall, the findings of this study provided a baseline of information that suggest more work needs to be done related to job satisfaction of itinerant teachers.
Dissertation/Thesis
Doctoral Dissertation Educational Administration and Supervision 2016

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9

Chang, Hong Chang, e 張弘昌. "A Study of Job Satisfaction for Itinerant Teachers". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17664445937333453642.

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碩士
國立彰化師範大學
特殊教育學系所
93
A Study of Job Satisfaction for Itinerant Teachers Chang-Hung Chang Abstract The main purpose of this study focused on the operation of itinerant system of visual impairment in Taiwan and the satisfactory of itinerant teachers in the elementary and junior high school. Samples of this study were itinerant teachers who worked in the primary and junior high school of 24 counties in Taiwan. The total of valid questionnaires are 88 and that stands 90.1% of the response. The data collected was analyzed by frequency distribution, percentage, mean, and standard deviation. The findings are summarized as follows： 1. The percentage of students with visual impairment placed in the regular classroom to accept itinerant service is about 50%. The rest are composed with special education and resource classroom. 2.The service for students with visual impairment will mainly be pull-out, add-in and team teaching together. 3. The disciplinary team for visual impairment education is just under its way, the main operation model is multi-disciplinary. 4.The itinerant teachers are chiefly satisfied with their job. The degree of satisfactory descending from high to low is: personal relationship, opportunities for further education, working affairs, working environment, salary and welfare, and support from administration. 5. The problem of visual itinerant system can be divided into three parts: instruction, administration, and the disciplinary team. The problem in instruction is the divergence of disabilities. In administration is the shortage of funds. And in disciplinary team is that team members cannot accept others opinions.

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10

"Teaching and travelling in tune: Identity in itinerant band programs". Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-06-1568.

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This narrative inquiry explores teacher professional identity and curriculum making (Connelly & Clandinin, 1988) in the experiences of three itinerant band teachers. The narrative experiences of Grace, Cole, and Denise reflect the complexity of teaching in multiple schools and working within a curricular framework that is diverse and multi-faceted. While most classroom teachers work with one group of students in a single school, the travelling nature of itinerancy sets them apart from this standard. Benson (2001) argued that “limited involvement in any one single school site, places her or him in a significantly different position than the regular classroom teacher” (p. 3). Staying in tune with students, parents, and colleagues, while concurrently working in several school settings, can be a challenge for managing relationships, assessment practices, concert obligations, and school events (Roulston, 1998). An itinerant band program is a collection of stories with individual narratives being interwoven into a patchwork of identities, or narratively speaking, as people’s stories to live by (Clandinin & Connelly, 2000). Clandinin, Huber, Huber, Murphy, Murray-Orr, Pearce, and Steeves (2006) explained that curriculum making and identity making, acts that shape the stories to live by of teachers and children, are closely aligned. Students are immersed in musicking (Small, 1998) and curriculum making alongside their teacher. As stories are composed in unison, curriculum making represents "teachers' and students' lives together" (Clandinin & Connelly, 1992). Curriculum, viewed as a course of life (Connelly & Clandinin, 1988), involves the composition of identities and stories to live by. It is wrapped up with assessment making and identity making, with school stories intersecting with personal experience (Huber, Murphy, & Clandinin, 2011). Individual identities dance with the collective identity of the group as curriculum-as-lived (Aoki, 2012) is brought to life in the ensemble experience. Beyond the study of notes, rhythms, and technique, there is a web of interaction that pervades curriculum as it is embodied in the lives of students and teachers. It encompasses routine happenings in a rehearsal space, personal exchanges during recess breaks, recollections of events from past experiences, and future plans for the ensemble. It is coloured by the experience of itinerant teachers who weave parallel storylines across a series of learning landscapes. The complex nature of teaching initiates an ingrained inter-connectedness between personal and professional lives (Hargreaves, Meill, & MacDonald, 2002). Plotlines are blurred, making it difficult to distinguish between the two as they are inextricably linked by experience and emotion (Connelly, Clandinin, & He, 1997). Lack of a single, permanent teaching space calls for deeper exploration into implications for curriculum and teacher identity. Narratively inquiring into stories of itinerant band teachers is one approach that studies the contextual nature of identity. Storytelling represents a mode of knowing (Bruner, 1986). Each story is told from “a particular vantage point in the lived world” (Greene, 1995, p. 74), holding a plurality of experience and interpretation. Stories are closely tied to how teachers conceive themselves in the place of school (Connelly & Clandinin, 1999). Working on the periphery of collegial connections and the school community imparts physical and emotional tolls on professional identity. These factors contribute to an overall perception about the nature of itinerant teaching (Roulston, 1998). The shifting framework of itinerancy compounds the variable nature of teacher identity. Gathering artifacts and conversations about the storied existence of three itinerant band teachers, tensions appear over curriculum hierarchy, loss of instructional time and place, and collegial isolation. These are plotlines that exist within these school "borderlands" (Anzaldua, 1987). Contrapuntal lines of temporality, sociality, and place (Clandinin & Connelly, 2006) intersect with one another, some moving in relative harmony, while others create bumping points that influence perceptions of personal practical knowledge. Itinerant band teachers experience temporary shifts in self as they make sense of the fluid and changing world around them.

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11

SHEN, FANG-JU, e 沈芳如. "The Perspectives of Preschool Special Education Itinerant Teachers in Parent-Teacher Communication in Taichung". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64sc8e.

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碩士
國立臺中教育大學
幼兒教育學系早期療育碩士班
103
Effective parent-teacher communication is important for parents, teachers, and students. In this study, the qualitative semi-structured interview method was adopted. Through interviews with nine itinerant preschool teachers selected by purposive sampling, this study attempted to investigate the current status of, difficulties in, and coping strategies for teacher-parent communication. Results showed that parent-teacher communication was one of the tasks of itinerant teachers, but most schools and local education authorities did not put an emphasis on how it should be performed. Most teachers had to rely on their personal experiences. Besides, the teachers mainly offered strategies to class teachers and seldom had direct communications with parents. Among the methods of communication, communication through class teachers was most commonly used. Other methods include formal meeting, telephone communication, communication during pick-up, records of itinerant services, documents, and electronic communication. Besides, it was also found that parents, kindergarten staff, the itinerant services system, and teacher’s individual variables would cause difficulties in parent-teacher communication. In face of these difficulties, most teachers would adjust their mindset as well as their method, content, and subject of communication. Seeking assistance, expressing personal opinions, and self-growth were also important coping strategies for them. The teachers reported that schools and local education authorities will not bring trouble or stress on them regarding to this matter, mainly because their lack of understanding of teachers’ tasks or the absence of regulations governing parent-teacher communication. Finally, based on these findings, this study also proposed suggestions to itinerant preschool teachers, education authorities, and future researchers. It was hoped that this research could be helpful for itinerant preschool teachers when conducting parent-teacher communication.

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12

LIANG, CHIUNG-MEI, e 梁瓊美. "Professional Development of Excellent Itinerant Teachers in Preschool Special Education". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/20311304134167450860.

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碩士
國立屏東大學
特殊教育學系碩士班
105
The purpose of this study is to discuss the experiences of excellent itinerant teachers in preschool special education, which include their formal and informal further education, previous working experiences, how they deal with challenges and difficul¬ties of their work, and the role of these experiences of professional development. This study adopted phenomenological methods of qualitative research as the research method. The researcher used interview, observation, and document analysis to collect data. To understand the teacher's professional development experiences, six of the winners in the Special Education Award for Excellence in Special Education were selected. The results of study were listed as follows: 1. To understand the role of formal and informal education on teachers' professional development. （1）There were still gaps between the theories that they had learned in formal training and the practice experiences. （2）Mentors could provide professional theories and affective professional development. （3）Preschool special education courses emphasized special education courses in elementary school. （4）Teachers majored in early childhood education were helpful in preschool itinerant work. （5）Teachers needed multiple channels for professional development which took both theories and practice into consideration. （6）In addition to professional self-growth, excellent itinerant teachers would also help others grow professionally. 2. The benefits from excellent itinerant teachers' other work experiences of teachers’ professional development. （1） The former teaching experiences in preschool classroom and self-contained special education classes of preschool might contribute to special education itinerant services. （2） Some of itinerant teachers may integrate what they had learned in professional development into their own models of teaching. （3） Administrative experiences might enable excellent teachers to achieve resource integration. 3. The assistance of excellent itinerant teachers' itinerant experiences of teachers’ professional development. （1）The models of special education itinerant services were formed with multiple factors. （2）The pressure and difficulties of the teachers might be affected by the differences of the systems or individual personalities. （3）Teachers needed professional development platforms from the bottom up. （4）The itinerant ways in preschool would lead to different roles of itinerant teachers. 4. The growth of the professional development of excellent itinerant teachers and their adjustment. （1） Teachers could achieve professional growth by self-reflection and professional growth channels. According to the results of the study, suggestions are proposed to the e educational administrative agencies, teacher education departments, preschool itinerant instructors and future research directions are provided.

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13

Lin, Chin-Lien, e 林錦蓮. "Reasons and Difficulties of Preschool Inclusive Class Teachers Changing to Itinerant Teachers in Kaohsiung City". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00697797463344900590.

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碩士
國立屏東大學
幼兒教育學系碩士班
103
This qualitative study aimed at investigating the reasons why some preschool inclusive class teachers decided to change their work as itinerant teachers instead as well as the difficulties they experienced as they promoted inclusion in preschool settings. The research adopted qualitative research method. The participants included four such teachers and data was collected through semi-structured interviews. After the data was organized and analyzed, the researcher reached the following results. 1. The main reasons for preschool inclusive class teachers to decide to work as itinerant teachers were due to the changes in special education policies and the stresses from working in an inclusive class. In addition, they had different ideas about inclusion from the ones of regular education teachers who they used to partner with. Commuting issues and former experiences as itinerant teacher were also possible reasons for the teachers to switch their teaching positions. 2. There are differences between these two types of special education services. On one hand, the teacher felt the number and types of disability of the children they worked with have increased as they travelled among various preschools. However, they felt they had more flexibility in managing their time and service delivery. They could either provide direct services or serve as consultants to serve the children indirectly. On the other hand, in the area of administrative responsibilities, they needed to be more independent, working as cooperators rather than followers. 3. The difficulties working as itinerant teachers were the large number of children who required special education services, lack of resources on the part of preschools, difficulty in communicating with parents whose children were suspected as having special needs, and the long travelling hours in remote schools. Based on the research results, the researcher made some suggestions for Kaohsiung Municipal Education Bureau, itinerant teachers, preschools receiving such service, and future researchers.

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14

Pao, Chi-Lan, e 鮑繼蘭. "The Disturbance and Coping Strategies of Itinerant Teachers of Preschool Education". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/qx7j9t.

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碩士
國立東華大學
幼兒教育學系
100
This research discusses the current situation, perplex, and the response that preschool itinerant teachers have in the implementation of preschool itinerant service in Taipei City. The researcher interviewed 10 preschool itinerant teachers. The research adapted qualitative method and semi-structural interview. The documents were sorted out and generalized the following conclusions: I. The perplex and responding strategies of preschool itinerant service (1) The perplex and responding strategies of the teaching type of preschool itinerant service 1. Fulfill the idea of inclusive education and provide related learning consultant strategies to general preschool teachers. 2. Mainly focus on students’ need to have appropriate direct teaching timing and indirect service. (2) The perplex and the responding strategies of the preschool itinerant service: The teaching strategy related to the preschool itinerant service and IEP should combine with general preschool courses. (3) The perplex and the responding strategies of the service time: The service time of preschool itinerant service should be flexible and meet with students need. (4) The perplex and the responding strategies of the administrative support: Taipei City South Special Education Resource Center is responsible for preschool itinerant service to promote related preschool itinerant service and administrative work, providing good support to the preschool itinerant teachers. II. In the aspect of the preschool itinerant teachers (1) Continue to strengthen the proficiency as the preschool itinerant teachers. (2) If the preschool itinerant teachers have teaching experiences on general preschool classes and special preschool classes, it has advantages on the execution of preschool itinerant consultant. (3) The preschool itinerant teachers should have the qualities of compassion, good self-adjustment, and sensitive. (4)The preschool itinerant teachers should have good communication and corporation abilities.

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HSIEH, CHIA-MING, e 謝佳銘. "A study of Job Satisfaction for Preschool Special Education Itinerant Teachers". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58049135314466121069.

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碩士
國立臺中教育大學
特殊教育學系碩士在職專班
95
A study of Job Satisfaction for Preschool Special Education Itinerant Teachers Chia-Ming Hsieh Abstract The main purpose of this study aims at investigating the job satisfaction that preschool special education itinerant teachers have in the working area. The subjects of the study are to explore the satisfactory needs that the preschool special education itinerant teachers at public elementary schools and special education schools in Taiwan and outlying islands have by means of census adapting questionnaires. There were 112 questionnaires sent and 103 ones returned. The reliability and accuracy of the data depend on the method of analysis, including frequency distributions, percentage, mean, and standard deviation, and also depend on the interview of eight preschool special education itinerant teachers in order to understand their views of how to improve the job satisfactions. Here are the findings summarized as follows: 1. Preschool special education itinerant teachers tend to feel satisfied. 2. The satisfaction degrees from high to low are the personal relationship, teaching task, school administration, in-service learning, teaching environment, salary and welfare. The mean of school administration and the one of in-service learning opportunities are the same. 3. The main reason of why preschool special education itinerant teachers choose the job is to match what they have received from teachers’ training courses and the second reason is their individual inclination. 4. The suggestions that preschool special education itinerant teachers take to improve the job satisfaction are to enhance the criteria of commuting allowances, define the appropriating actions of instructor pay, systematize the training contents, add the numbers of schools and ameliorate their qualities, promote parents’ support ratings, decrease the commuting time on itinerant consultant, foster the cognition that the school staff have, further the professional competency in special education, the ability to communicate and knows the assistance. 5. The recommendations that preschool special education itinerant teachers propose how to be capable are further the professional competency in special education, to be fond of the job and the kids, improve the interpersonal interaction and the ability to communicate, and develop class management experience and the ability to design the teaching materials. Key words: Preschool Special Education Itinerant Teachers、Job Satisfaction

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16

Yu-Ting, Huang, e 黃郁婷. "The Professional Development of Three Early Childhood Special Education Itinerant Teachers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/32719921352277962136.

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Abstract (sommario):

碩士
國立臺東大學
幼兒教育學系碩士班
104
The purpose of this study was to investigate professional development of three early childhood special education itinerant teachers. Specifically, this study examined three teachers’ content and paths of developmental professional. A qualitative method with three face-to-face interviews was conducted. Three early childhood special education itinerant teachers who had different professional phases participated in this study, including a beginning teacher, a teacher with two-to-four-year experience of teaching, and a teacher who had above 5-year experience of teaching. The results of this study were as follows. 1.The content of professional development (1)Knowledge. The beginning teacher had needs to combine theories with practices. The teacher who had two-to-four-year experience had persistent needs of current development in the early intervention field. The teacher who had above 5-year experience gained new insight through re-studying old materials. (2)Skills. First, First, the beginning teacher focused on the interior and depth of teaching skills and strategies. The teacher who had two-to-four-year experience emphasized the effectiveness of teaching skills and strategies. Second, the beginning teacher needed to enhance communication skills while teacher who had above 5-year experience focused on promoting abilities of team workers, including early childhood educators and parents. Third, the beginning teacher tried to survive while the teacher who had two-to-four year experience focused on ability improvement. (3)Attitude. All of the three teachers focused on the needs of self-adjustment. The beginning teacher needed to deal with the mental and emotional pressure; the teacher who had two-to-four-year experience was eager to solve the problems; the teacher who had above 5-year experience emphasized her role adjustment and mental growth. 2.The paths and effectiveness of professional development (1)Paths of professional development The three teachers had a variety of paths of professional development: participating speeches or workshops, consulting with colleagues, professionals and team workers, reading books, and researching on internet. Moreover, the three teachers reported that the shortage of professional developmental paths regarding early childhood special education. (2)Effectiveness of professional development The three teachers agreed that the most effective path of professional development was consulting with colleagues, professionals, and team workers. However, the beginning teacher reported that the workshops held by her colleagues in school had provided most help she needed. Furthermore, the three teachers had similar paths of professional development, however, these paths had different impacts on them.

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17

李佩均. "Job Stress and Coping Strategies of Itinerant Teachers in Elementary School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/11787249616781294736.

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Abstract (sommario):

碩士
臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(夜)
101
The purpose of this study is to investigate the job stress and coping strategies of itinerant teachers in elementary schools, through structured questionnaire survey, with supplemental interviews. The participants are 76 itinerant teachers from elementary schools in Taipei City and New Taipei City, for a 96.05% effective rate, and interviews five itinerant teachers with more than three years experience. Data collected from the questionnaire then were statistically analyzed through mean, t-testing, and one-way ANOVA. The main findings are as following: 1. Itinerant teachers in elementary schools feel moderate job stress. The work load is the highest part. 2. Different background variables of itinerant teachers in elementary schools with different job stress. Female teachers feel more stress than males in work load; those who aged between 24-31 years old feel more stress than aged 32-56 regarding student problems; unmarried feel more stress than married regarding work load and student problems; those with 1-6 years work experience feel more stress than 7-22 years experience regarding role modeling and student problems; those who serve 3-12 areas feel more stress than 1-2 areas regarding work load; cross-categorical itinerant teachers feel more stress than specialized categorical itinerant teachers regarding professional knowledge; Those who serve 10-17 students feel more stress than 1-9 students regarding role modeling. 3. From among the strategies most frequently used, itinerant teachers in elementary schools use the coping strategy of problem solving. 4. Different background variables of itinerant teachers in elementary school had different frequently used coping strategies. Female teachers use such coping strategies more frequently than males regarding rational analysis; those aged between 24-31 years old use such coping strategies more frequently than those aged 32-56 regarding soliciting support; those aged between 32-56 years old use such coping strategies more frequently than those aged 24-31 regarding elusion; unmarried individuals use such coping strategies more frequently than married regarding self-emotional adjustment; itinerant teachers graduated from special research institute use such coping strategies more frequently than special Credit Courses; those who serve 10-17 students use such coping strategies more frequently than those who serve 1-9 students regarding self-emotional adjustment. The results of this study provide various feasible suggestions for educational administration, departments of special education, itinerant teachers and future researcher.

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18

Lin, Chi-Wen, e 林綺雯. "A Study of Elementary School Special Education Itinerant Teachers in Parent-Teacher Communication Situation in Keelung". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/tz3t55.

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Abstract (sommario):

碩士
臺北市立大學
特殊教育學系身心障礙教育教學碩士學位班
104
The main purpose of this study was to explore the experience, obstacle and adaptive strategy of the parent-teacher communication situation of elementary school special education itinerant teachers in Keelung. A purposive sampling method was used to select five elementary school special education itinerant teachers in Keelung, took semi-structure interview with interview outline wrote by researcher to gather data. Then used qualitative research method to analyze. The main findings were as follows: 1.Itinerant teachers all recognize the importance of parent-teacher communication, and the initiative can increase of frequency of parent-teacher communication. 2.Main contents of parent-teacher communication were the problem behavior of the children; there are multi-methods of the parent-teacher communication, including face to face meeting, convey by others, telephone, parent-teacher contact book and Communication on the Internet...etc. 3.The main obstacle of parent-teacher communication: In parents’ aspect, were the lack good experience of parent-teacher communication; in teachers’ aspect, were the teacher not tactful in dealing with people, and were too busy to have time to communicate with the parents. 4.Itinerant teachers who promote their own professional capacity and implement that to communicate with the parents will establish good relationship between them and parents easier.

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19

Shih, Jhen-Sheng, e 施震聲. "The Study on Working Stress and Coping Strategies for Homebound Itinerant Teachers". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/95567474309659968101.

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Abstract (sommario):

碩士
中原大學
特殊教育研究所
105
The purpose of this study is to investigate the working stress and coping strategies for homebound itinerant teachers in Taiwan. This study also examined the relationship between homebound itinerant teachers background and their job stresses and coping strategies. Furthermore, in the present paper we investigated the relationship between the ways of coping with job stresses and the various stress levels. Survey research was conducted in this study. We took a data that was included 142 homebound itinerant teachers in Taiwan. Data were collected by questionnaires of job stresses and coping strategies for homebound itinerant teacher, in which 127 available to be analyzed by descriptive statistics, t-test, one-way ANOVA and regression analysis. The major findings were as follows: 1.The homebound itinerant teachers job stress and coping strategies was belonged to medium level. 2.In terms of the personal background variables, part of the working stress on the homebound itinerant teachers has significant differences in “gender”, “age”, and “teaching years”. 3.In terms of the personal background variables, part of the coping strategies on the homebound itinerant teachers has significant differences in “age”, and “teaching years”. 4.High working stress group significantly higher than the low working pressure group stress at frequency of use of coping strategies. homebound itinerant teachers job stress was significant positive correlation to coping strategies. Finally, related suggestions for further studies were provided for educational authorities, schools, homebound itinerant teachers and general affairs directors.

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20

Su, Le-Hua, e 蘇麗華. "The Study on Preschool Itinerant teachers'' Challenges and Coping Strategies". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/19046794367800416587.

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Abstract (sommario):

碩士
樹德科技大學
兒童與家庭服務系
100
The purpose of this study was to address the challenges and the coping strategies in early childhood special education itinerant teachers. In this qualitative research, the semi-structured interviews and the field observations were conducted with the six itinerant teachers, and then the collection data were analyzed. We used purposive sampling and snowball sampling to select samples from Southern Taiwan. Four aspects of challenges were found: 1.The stress from the practical work was experienced: including the number of students and difficulties of schedules, time and traffic pressure, lacking the supporting system from schools, etc. 2.Communication and consulting were difficult to execute thoroughly due to lack of time, different education concepts and personalities among staffs, parents and general education teachers. 3.Implementing feedbacks and suggestions were not supported by general education teachers because of expectation gaps, unsuitable strategies, lacking of time or manpower. 4.Itinerant teachers serve across all types of students with disabilities; as a result, lack of professional competence was also a big challenge. In accordance with the above four challenges, we drew four coping strategies from the data: 1.In order to reduce stressful practical work, itinerant teachers employ several coping strategies, such as excluding the unsuitable schedule, leaving home early, arranging the routes and proactive communication with school personnel. 2.For enhancing communication and consulting, they developed the methods including phone calls, notes, consulting record and electronic media, etc. 3.Improving partnership with general education teachers through emotional supports, problem-solving techniques, and empathy. 4.The coping strategies in lack of professional competence were empowered by studying, reading, searching on internet, training, accumulating experiences, peer support, and consulting with experts.

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21

Huang, Yin-Ying, e 黃映尹. "Both Supportive Status and Demands for Cross-Categorical Itinerant Teachers in Taiwan". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42868144911974269225.

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Abstract (sommario):

碩士
國立臺灣師範大學
特殊教育學系在職進修碩士班
102
The purpose of this study was to investigate the degree of supportive status and supportive demands for cross-categorical itinerant teachers. The differences among the degree of supportive status and supportive demands with different background variables were discussed, and the relationship between supportive status and supportive demands were explored. A questionnaire survey was conducted in this research. Cross-categorical itinerant teachers who serve in elementary school and junior high school in Taiwan in the 102th school year were selected as the research subjects. The research instrument was the questionnaire “supportive status and supportive demands for cross-categorical itinerant teachers.”A total of 246 questionnaire were distributed by stratified random sampling and 210 copies were returned and analyzed. The data was analyzed by percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson’s correlation coefficient. The results of this study are as follows: 1. The degree of supportive status for cross-categorical itinerant teachers showed high. The highest level of supportive status was “assessment and others”, whereas the lowest was “teaching”. 2. There were significant differences in supportive status degree of different post, service area, and disability amounts of service. 3. It was revealed that supportive demands for cross-categorical itinerant teachers were highly needed with itinerant services. The highest level of demands with itinerant services was“assessment and others”and“teaching.” The lowest was “administration support.” 4.There were significant differences in the degree of supportive demands with itinerant services of different service area and teaching experience. 5. There was low to moderate correlation between the degree of supportive status and supportive demands with itinerant services. The correlation ranged from .10 to .40. Finally, based on the research results, recommendations were proposed for educational institutions, school administrators,itinerant teachers, and follow-up studies.

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22

HUANG, HE-TING, e 黃荷婷. "The Services and Resources Application of Preschool Itinerant Teachers in Pingtung County". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80691012911565839985.

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Abstract (sommario):

碩士
國立屏東教育大學
特殊教育學系碩士班
102
The purpose of this study was to discuss the present situation regarding the services and resources application of the preschool itinerant teachers in Pingtung County. The study applied the approach of non-structural interview to achieve this purpose. The researcherhad interviewed two social workersindividually in order to understand the present education resources in Pingtung County; meanwhile, the researcher also had interviewed eight preschool itinerant teachers to know the services and present use of resources. The followings were the results of this study: 1.The resources offered by Pingtung County Government for those children with special need included the social resources, medical rehabilitation resources, education resources, and the other relevant resources. Depended on the family situation of any individual children with special need, the social workers could transfer different resources to make up for the defects. 2.The preschool itinerant teachers offered a variety of services to the kindergarten, the regular class teachers, the children with special need and their parents. The items of the services not only offered the direct teaching service, but also the administrative support, the teaching strategies, the parenting knowledge, the consulant services and transferring relevant resources. The items and contents of preschool itinerant teacher’s services also played an important role in theinclusive education. 3.The preschool itinerant teachers could use multi-resources including the social resources, the medical rehabilitation resources, the education resources and the other relating resources in teaching. Meanwhile, they offered more education resources than the social resources, the medical rehabilitation resources and others. It was obviously that the preschool itinerant teachers knew nothing except the education resources. 4.The suggestions offered by the social workers and preschool itinerant teachers for the resourcesapplication in Pingtung County were to add the number of the speech correctionists, promote the concept of early childhood intervention, increase the education resources and other advice. Besides, the preschool itinerant teachers also suggested increasing the number of preschool itinerant teachers, the visiting hours of professional groups and the expertise of professionals. We should increase the resources in Pingtung County to meet the needs of children with special need and their families.

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23

Heng-Ching, Tseng, e 曾恆靜. "The study of job satisfaction for itinerant teachers of the preschool special education". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7a9spy.

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Abstract (sommario):

碩士
國立臺北教育大學
特殊教育學系碩士班
97
The main purpose of this study aims at investigating the job satisfaction of the preschool special education itinerant teachers, and the the significance of personal backgrounds and work backgrounds. The research tool applied in this study was a self designed questionnaire named as “Job Satisfaction Questionnaire on Preschool Special Education Itinerant Teachers”, which the participants were the 2007 school year preschool special education itinerant teachers located in Taiwan cities and counties located in and out of the island. The study is conducted through research on the returned questionnaires, total of valid questionnaires are 127 and that stands 86% of the response. The data collected was analyzed by frequency distribution, percentage, mean, and standard deviation. The findings are summarized as follows： 1.Overall, preschool special education itinerant teachers were satisfied with their job. 2.The factor that influenced the job satisfaction the most was “personal and interior” than “environmental and exterior”. The satisfaction order from the highest factor to the lowest was as follow: job values, professional skills, interpersonal relationship, further education possibilities, salary and benefits, job description, administration support and working environment. At last, according to the findings of the study, it is recommended that the administration should focus on stating clear rules for preschool special education itinerant teachers thus to improve the working environment situation; also strengthen the administration support system in order to facilitate the communication. For preschool special education itinerant teachers, it is suggested to have adequate and healthy methods to cope with the stress and be positive and active when facing or solving problems. Also, it is important to always acquire new knowledge to improve special education teaching skills.

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24

Sun, Wei-Lun, e 孫偉倫. "An Analysis of Itinerant Special Education Teachers' Turnover Intention in Kaohsiung and Pingtung". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05318610138191368414.

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Abstract (sommario):

碩士
南華大學
國際事務與企業學系亞太研究碩士班
104
The purpose of this study is investigate intention to stay of the elementary school itinerant teachers of special education in Kaohsiung and Pingtung. The researcher created a survey, “The survey of the intention to saty of elementary school itinerant services of special education in Kaohsiung and Pingtung.” 　　A total of 128 surveys were sent by mail while 105 surveys were collected. The valid sample rate was 82 percent. The valid sample surveys were analyzed through The data was analyzed by descriptive statistics, independent-samples t test, one-way ANOVA. The significant findings of this study were as the following. 1. In terms of the current status of intention to stay, 48 itinerant teachers (46%) of special education in Kaoshiung and Pingtung have the intention to stay. 22 itinerant teachers (56%) of special education in Kaoshiung and 20 itinerant teachers (36%) of special education in Pingtung have the intention to stay. 2. Two factors for itinerant elementary school teachers’ intention to stay at the current position are: (1)They are capable and accustomed to their job. (2) They are supported and recognized by students and their parents. 3. The top five factors for itinerant elementary school teachers’ intention to quit at the current postion in Kaohsiung and Pingtung a were: (1) They consumed much time in circulating each school. (2)They did not applied for the traffic accidental insurance. (3) The allowance of the business trip expense was unreasonable. (4)It was very complex to write teching records. (5)It took lots of time and efforts to design teaching material and aids 4. As for the working background variations of the itinerant teachers in Kaohsiung and Pingtung, there was a significant difference only in total hours of weekly circuit; but not in gender, marriage and the city they worked in. 　　Based on the results of this study, some suggestions were proposed for reference for education administration authority, administrations in schools, the itinerant teachers of special education and research in the future.

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25

Ho, Show-Wen, e 何秀紋. "The requirement of professional expertise for special education itinerant teachers in middle Taiwan". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88716086646133793354.

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Abstract (sommario):

碩士
中華大學
工業管理學系碩士班
103
Focusing on spectial education cross-categorical itinerant teachers, this study aimed to understand how they evaluate the importance of their professional expertise and how they were possessed of the expertise. A questionnaire survey was adopted and 221 itinerant teachers in primary and junior high schools in the four counties of middle area of Taiwan were selected as research subjects. Using the self-redacted “Questionnaire on Professional Expertise of Cross-categorical Itinerant Teachers” as a research tool, the obtained samples were analyzed by descriptive statistics, t-test, one-way ANOVA. The main findings include: 1.For the importance of the five aspects of professional expertise, the teachers scored them all as “important” degree. “Judgments and Assessments” was considered to be the most important one of the five aspects of expertise. 2.For the possession of the five aspects of professional expertise, the teachers scored them all as “possessive” degree. “Curriculum and Instruction” was considered to be the highest possessive one of the five aspects of expertise. 3.The differences between evaluated importance and possession were all statistically significant for fifty questions comprised the five aspects of expertise. It revealed the requirement of improving the expertise of itinerant teachers. “Student counseling and Behavior problem handling” was considered to be the most discrepant one of the five aspects of expertise. 4.The evaluation of importance and possession of expertise were significantly different evaluated from different teachers grouped by professional qualifications, professional experiences, academic backgrounds or regular class teaching experiences. 5.The differences between the evaluated importance and possession were significantly different evaluated from different teachers grouped by gender, professional qualifications or academic backgrounds. Finally, based on the research findings, suggestions were proposed as a reference for relevant education authorities, institutes of teacher education, spectial education itinerant teachers and further studies.

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26

He, Ting-An, e 賀婷安. "Research on Work Experience of Preschool Special Education Itinerant Mentor Teachers in Keelung". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/26875979435356938183.

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Abstract (sommario):

碩士
國立屏東大學
幼兒教育學系碩士班
103
The purpose of this study is to search out whether research on work experience of preschool special education itinerant mentor teachers in Keelung. This research is based on qualitative analysis, the researcher to visit and discuss four teachers who are preschool special education itinerant mentor teachers in Keelung. The result of study is listed as the following: 1. The components influence the work experience of itinerant mentor teachers were divided into 2 sections “cognition of internal individual” and “variation of external environment”. “Cognition of internal individual” referred to “possessed experience” and “quality and ability” of teacher; “variation of external environment” included 3 aspects “interpersonal relationship”, “policy support” and “working environment”. 2. In terms of “cognition of internal individual”, as for “possessed experience”, the main reason of subjects “serve as an itinerant mentor teacher” was through admission tests and switching from full time teacher, and believed that “the derivation of preschool education experience” has positive profit for the position of itinerant mentor teacher. In addition, subjects considered that itinerant mentor teacher should possess with 7 qualities and abilities “communication and expression”, “ability of psychological evaluation”, “program edition and adaptive instruction”, “being active and enterprising”, “compassion”, “acceptance” and “self-reflection and expectation”. 3. In terms of “variation of external environment”, as for “interpersonal relationship”, the “challenges of campus culture”, “cooperation and communication of preschool teachers”, “coordination and utilization of medical materials”, “interaction and development of parents and teachers” and “realization of teacher and student relationship” had the difficulties on interaction. Teachers, however, would still address the issues with positive and active attitude. Itinerant mentor teachers deemed “professional support of itinerant mentor teachers” as the most satisfy items for considering it was the best profession support system available. For “policy support”, in “supports that resource center provide for teachers”, “the strategies and budget support to special education in Keelung” and “belongingness of original school and pressure” aspects, teachers approved what the supports policies gave but had an opinion that they have rooms to improve. In “working environment”, for the limitation derived from “difference of facilities in school”, the private school had less capability to provide good teaching space for special students and itinerant mentor teachers to perform the activities. And for “traffic”, subjects believed the concentrated communication was the advantage in Keelung, while teachers were troubled by the issues of insufficient parking spaces and the impossibility of serving 2 schools in 1 day by taking the bus. Finally, substantial recommendations were made in accordance with the study results as a reference for early childhood teachers and preschool special education itinerant mentor teachers, kindergarten, administrations and future research.

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27

Liang, Mei-Tzu, e 梁美子. "A Survey Study on Working Difficulties of Early Childhood Itinerant Teachers in Taiwan". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/05697867442629701597.

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Abstract (sommario):

碩士
國立彰化師範大學
特殊教育學系輕度障礙教育碩士班
104
A Survey Study on Working Difficulties of Early Childhood Itinerant Teachers in Taiwan Abstract The main purpose of this study was to investigate the working difficulties of the early childhood itinerant teachers. The study was used self-deveolped questionnaire: “The Working Difficulties Survey Questionnaire of the early childhood itinerant teachers in Taiwan.” The findings of this study can be summarized as follows:（1）The early childhood itinerant teachers perceived high degree of working difficulties.（2）The early childhood itinerant teachers from different areas perceived the same degree of working difficulties in Taiwan. （3）The early childhood itinerant teachers’ working difficulties have differences in ages and seniority of general education. Based on the research findings, recommendations to the administration of the department of education, early childhood itinerant teachers and the future researchers are provided. Keywords: Taiwan, early childhood itinerant teachers, working difficulties

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28

Hsieh, Chia Ling, e 謝嘉玲. "A Study of Professional Growth for Itinerant Preschool Special Educational Teachers’ Learning Community". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/22568314451619067416.

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Abstract (sommario):

碩士
明道大學
課程與教學研究所
104
The education administration encourages currently teachers to setup professional learning community as one way to improve professional intellectual capacity. Since it is not sure if the learning community improves professional growth, which needs to clarify, few professional learning communities operated in special education. Little research on the learning community in preschool and special educational fields has been published yet in Taiwan, which more research is needed to find its function. A professional learning community formed by preschool special education itinerant teachers in Taipei was studied, in order to discuss the common goals to be concentrated by the members in the learning community, to find out the changes of cognition on the role of itinerant teachers, and to understand deeply professional intellectual capacity growth of the members to be completed through the corporative learning model in the learning community as well. It was a case study by interviewing six community members participated in the community for more than three semesters, analyzing information through collecting documents such as interviews, reflection journals, and meeting notes, and integrating related information through the context based on the research purposes. The results were as follows: 1. the concentrated goal of the professional learning community was collaborative consultation model. 2. Having attended the professional learning community, the preschool special education itinerant teachers changed their role cognition to consultant. 3. The operation of professional learning community enhanced the growth of professional teaching skills, communication abilities, and teacher’s social support in different degrees. Therefore, the learning community did improve the professional intellectual capacity of the members in the studied case. It is suggested that creating a professional learning community need a clear goal and the government should give the learning community in preschool and special education field more support.

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29

WANG, MEI-HSIN, e 汪美欣. "The Study on Workplace Well-being of the Preschool Special Education Itinerant Teachers". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fesggw.

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Abstract (sommario):

碩士
國立臺北教育大學
特殊教育學系碩士班
106
The purpose of this study was to explore how the preschool special education itinerant teachers describe their workplace well-being and factors that affect the workplace well-being through the experience described by itinerant teachers of preschool special education. With qualitative research method, the author collected data from semi-structured in-depth interviews with eight in-service itinerant teachers of preschool education. The specific conclusions of this study were as follows: The itinerant teachers of preschool special education stated their experience in optimistic ways. When describing their negative examples, they tended to adopt a different perspective and considered negative experience as opportunities for learning and growth. The factors that affect the Workplace Well-being of the itinerant teacher of preschool special education include: First , they have strong senses of work efficiency internally. The participants have clear work objectives. They know the strategy to achieve the goal. They can derive self-worth in the workplace from work competence and accomplishment. Second, they demonstrate flexibility to the work schedule to respond to external needs. They are willing to adjust themselves to suit the needs. The participants can establish multiple interpersonal relationships. They can enhance work efficiency to achieve a balanced life. Third, access to social relationship support. The participants have reciprocal relationship with colleagues. Besides, their affiliated organizations also can provide appropriate assistance. Finally, their family can understand and support them. Based on the results of this study, the author suggests that future research to expend on character traits, work self-efficacy and the self-awareness for professional of preschool special education itinerant teachers. Researchers can also investigate the impact of setting up and arranging classes for itinerant preschool special education. Lastly, from a practical perspective, the preschool itinerant special educator can increase the content of self-ability and professional skills.

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30

Hsu, Hsiu-Yun, e 許琇雲. "A Study on Job Stress and Coping Strategies of Itinerant Teachers in Kaohsiung City". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/999ek7.

Testo completo

Abstract (sommario):

碩士
國立臺東大學
特殊教育學系碩士在職專班
104
The purpose of this study is to explore the current situation of the stress among itinerant teachers in duty and how they response to it. It also means to reveal the differences of and between these two variables for teachers with various backgrounds. The researcher adopted survey method and received 117 valid questionnaires out of 129, with an 90.7% effective rate. Data collected from the questionnaire then were statistically analyzed through ways of percentage, mean, standard deviation, t-test and one-way ANOVA. The main findings were as following: 1. The job stress of itinerant teachers in Kaohsiung city was moderate. The main source of stress was from the factor of "the number of students", however, the stress comes from factor of “the cooperation with parents and teachers" was the minimum. 2.The coping strategies adopted by teachers is to depends on "rational thinking" which also the highest frequency that counts, and "self adjustment" is the least. The differences of the stress situation adopted by teachers under different backgrounds: 1.The factor of “different ages” significantly altered teachers’ coping strategies in “examination” 2.The factor of “different duties” significantly altered teachers’ coping strategies in co-workers’ relationships 3.The factor of “teaching motivations” and “the students numbers in a class” significantly altered teachers’ coping strategies in “cooperation with parents and teachers.” The differences of the stress situation adopted by teachers under different backgrounds: 1.The factor of “different marriage situation” and “different teaching district” significantly altered teachers’ coping strategies in “emotion adaption” 2.The factor of “different level of teaching” significantly altered teachers’ coping strategies in “ratoinal thinking.” The differences of the stress situation adopted by teachers under different backgrounds: 1. Different level of job stress perceived by teachers do not leaded to significantly different coping strategies. 2.The stress of “traffic problems” is lower positive correlated to the strategies of “seek support”（r＝.264）、”emotional adaption” （r＝.186）、”whole.” （r＝.228） The stress of “students’ problems” is lower negative correlated to the strategies of “rational thinking.” （r＝-.214） The stress of “examination” is lower positive correlated to the strategies of ”emotional adaption.”（r＝.280） Hopefully the results of this study provide various feasible suggestions and references for educational authorities, schools, itinerant teachers, and future studies.

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31

Chang, yi-hsi, e 張乙熙. "A Study on Job Stress and Coping strategies to Itinerant Teachers in Pingtung County". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/88961756592927874748.

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Abstract (sommario):

碩士
國立澎湖科技大學
服務業經營管理研究所碩士在職專班
99
The purpose of this study was two-folds. First, to understand the current situation of the itinerant teachers’ job stress, and coping strategies when facing the stress. Second, to compare the differences of the different background variables on their job stress and coping strategies.A survey with structured questionnaires and qualitative interviews was administered to 65 itinerant teachers of elementary and junior high school in Pingtung County. The findings of the study were as follows: 1. The job stress of itinerant teachers in Pingtung county was moderate. The main source of stress was "number of students",and “cooperation with parents and teachers" was the minimum of stress. 2. Itinerant teachers thought that the most appropriate number of students is 8 to 10. 3. Females reported greater feelings of job stress level than males. Itinerant teachers unmarried reported greater feelings of job stress level than those married and those who were bachelor reported greater feelings of job stress level than those who were master. 4. Between 20 to 30 years old, non-special education graduates, was also an executive reported greater feelings of job stress. 5. The most popular using of coping strategies were "problem solving" and the less using of coping strategies were "emotional adjustment." Hopefully the results of this study provide various feasible suggestions and references for educational authorities, schools, itinerant teachers, and future studies.

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32

HUANG, HSIAO-TING, e 黃曉婷. "Research on Obstacles and the Corresponding Strategies of Itinerant Teachers in Preschool Special Education". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/21882159063440571223.

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Abstract (sommario):

碩士
國立屏東教育大學
幼兒教育學系碩士班
102
This research discusses the challenges and the corresponding strategies of itinerant teachers in preschool special education, aiming at the perplexities and pressures the research participants face in work, and the corresponding strategies they have adopted. With qualitative research method, this study took four itinerant teachers in preschool special education as the subjects to conduct depth interviews, and the conclusions are as follows: 1.Regarding the main obstacles, it mainly involves that the preschool special education itinerant teachers’ professional abilities are questioned, and the number of cases and classes is overly high. Only with appropriate utilization of the related experiences in special education before, and expectation on the policy-maker to adjust the number of the mentored cases and classes that the obstacles in work can be solved. 2.The parents of children with mental and physical disability lack trust to the preschool special education itinerant teachers, and they do not effectively implement the strategies proposed by the teachers, both perplexing the itinerant teachers in preschool special education. To correspond to such situations, the strategies are good communication with the parents to establish mutual trust, and allowing the parents to observe and learn how to interact with their child. 3.For the insufficient professionalism in the field of special education of most general education teachers, the preschool special education itinerant teachers feel perplexed. By means of cooperating with the general education teachers to complete IEP, and providing them with relative teaching and counseling strategies, such perplexities may be overcome. 4.Due to diverse sources of information in administrative work, and frequent staff’s change of the kindergartens, the preschool special education itinerant teachers have to tackle complicated issues in administrative work. To set up a standard work flow thus becomes the strategy for the preschool special education itinerant teachers to solve this problem. 5.The preschool special education itinerant teachers claim that insufficiency in professional services and teaching skills have become one of their pressures. However, it can be overcome by further study, seminars, and experience sharing with the colleagues. To sum up, what indicated above may serve as reference to teachers in both general education and special education, administrative unit, and preschool teacher education institutes as well as the practical suggestions for studies on preschool special education itinerant teachers.

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33

Hsu, Jui-Ling, e 許瑞玲. "The Current Teaching Situations of Special Education Itinerant Teachers of Yunlin and Chiayi County". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93943241137079970763.

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Abstract (sommario):

碩士
南華大學
幼兒教育學系
102
This study aimed to investigate the current status of teaching on Yunlin and Chiayi County preschool itinerant teachers. The understanding of current status of teaching included traffic conditions, job content, interdisciplinary communication, professional development needs, and administrative support as well as the approaches the itinerant teachers deal with the status of teaching. 　　　Qualitative research was employed in this study. Semi-structured interview outline was used as a research tool. Three preschool itinerant teachers, respectively, from Yunlin and Chiayi County were interviewed. Through collecting the current status of teaching of preschool itinerant teachers, their opinions were analyzed and organized in order to find commonalities and differences between Yunlin and Chiayi County. 　　　The data obtained from the study disclosed the following findings: 1.The transportation time and distance to preschools served seem longer for preschool itinerant teachers in Yunlin County so that potentially increase their psychological burden. Currently there are no responses of transportation time and distance problems from preschool itinerant teachers in Chiayi County after increasing preschool itinerant classes each year. 2.Currently no budgeting available to subsidize preschool itinerant teachers travel and accident and liability insurance in Yunlin and Chiayi County so that might cause additional burden of traveling expenses and accident risks for these teachers. 3.The current professional competences of preschool itinerant teachers seem difficult for them to cope with the challenges of noncategorical itinerant classes which also cause problems in assigning itinerant jobs. 4.Chiayi County Government did not budget fixed grants for special education classes to purchase teaching materials and aids needed. 5.While IEP workshops are set up annually by the educational authorities of Yunlin and Chiayi County, there are still many regular class teachers who are unable to participate in this kind of learning due to limited opportunities. 6.Efforts are still insufficient to arrange special education workshop and publicity and parent education for preschool educators and parents so that children with disabilities may not get better care, which also affects the smooth service processes provided by preschool itinerant teachers. 7.In allocating professional team resources, the educational authorities still did not base on the number of special education students in various stages of education. The phenomenon of overemphasis on elementary and junior high stages seems to exist so that might miss a critical period of opportunities for early intervention. 　　　Based on the findings of this study, some related recommendations were made for people who are concerned with itinerant programs and future research.

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34

賴妤璿. "The Construction of Indicators of Professional Competence for Early Childhood Special Education Itinerant Teachers". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/56981441693767399129.

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Abstract (sommario):

碩士
國立新竹教育大學
人資處幼稚園教師教學碩士班
101
Abstract The purpose of this study was to construct the indicators that are suitable to assess the professional competences of early childhood special education itinerant teachers in Taiwan. The study applied with Fuzzy Delphi method, and Analytic Hierarchy Process as the major methods. First, the researcher used the document analysis to establish the initial framework of the indicators.The formal questionnaire was developed after examining the revelence of the indicators by the experts. Secondly, the Fuzzy Delphi method was to assess the suitable degree of indicators by twenty experts. Finally, the Analytic Hierarchy Process was to estimate the importance of the indicators. The major conclusions of this study are listed as follows. 1.There are four dimensions, eleven sub-dimensions, and forty-nine indicators in the indicators of professional competence for early childhood special education itinerant teachers. 2.The four dimensions in order of weightiness are as follows：Professional ethics（30.4%）, Communication and Support（27.2%）, Curriculum and Teaching（22.2%）and Diagnosis and assessment（22.2%）. 3.Results of sub-dimensions are as follows. The weightiness of “teaching practice” is the highest under the dimensions of curriculum and teaching. The weightiness of “cooperating with other teachers” is the highest under the dimensions of communication and support. The weightiness of “diagnosis and assessment practice” is the highest under the dimensions of diagnosis and assessment.And The weightiness of “professional responsibilities” is the highest under the dimensions of professional ethics. Based on the results, there are some suggestions for organizations of educational administration, early childhood special education itinerant teachers and further studies. Keywords: early childhood special education itinerant teachers, Professional Competence, Fuzzy Delphi method, Analytic hierarchy Process.

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35

Lin, Yu-Hsiu, e 林郁秀. "A Study of Service Quality Model on Cross-Categorical Itinerant Teachers of Elementary Schools". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84859032590211387316.

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Abstract (sommario):

碩士
國立臺北教育大學
特殊教育學系碩士班
103
The purpose of this study was to explore the service quality of cross-categorical itinerant teachers. “The questionnaire of Service Quality Model of cross-categorical　itinerant teachers” was applied to conduct a survey. To investigate the opinions of the cross-categorical itinerant teachers about their own sevice quality. The author sent out a total of 209 questionnaires and 183 were responded. The　data collected were analyzed by descriptive statistical, t-test, A NOVA. The conclusions of this research are: 1. The expectations about the itinerant service quality of cross-categorical itinerant teachers are high, especially in Reliability and Assurance. 2. The expectations about resource of the teachers with no special education professional backgrounds are higher than the teachers in the special education professional backgrounds. No special education background indicates greater demand for teachers in the provision of resources. 3. The appraises about the itinerant quality of the cross-categorical itinerant teachers are poisitive, especially in Reliability and Assurance, but in Resource is lower. 4. The service quality facets of Responsiveness of the cross-categorical itinerant teachers on appraises will differ by the sex. The Arithmetic Mean of female teachers is greater than male teachers. 5. There is a gap in the itinerant service quality of the cross-categorical itinerant teachers, especially in Resource. 6. The sense of the gap on itinerant service quality of the cross-categorical itinerant teachers in the elementary school will differ by the years of teaching experiences , and the special educational background. Years of service which are more than 5 years of service of teachers over 21 years; no special education teacher gap greater than background with a special education teacher background. According to the above outcomes, the suggestions were noted to the Education Bureau, teachers and future related study.

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36

Shiue, Mei-Chen, e 薛梅楨. "A study on mentality of itinerant teachers for Homebound Education of health impairment students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03816238451806276170.

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Abstract (sommario):

碩士
國立彰化師範大學
特殊教育系所
104
This research conducts qualitative research method, aiming at the working experience and progress of itinerant teachers, their mental state and attitude encountering situations like children passing away or about to pass away, and sources of support when encountering students and children with poor health. The research objects were six in-service itinerant teachers and their experience and feelings were collected by in-depth interviews, documents, and research diary, and the conclusion was concluded as follow with references integration and analysis: Itinerant teachers’ working experiences changed from uncertainty to ask others for advices and gradually accumulate the essentials of this work. Every itinerant teacher’s experience in guiding students with poor health is different and has its unique and special experience and feelings. Moreover, itinerant teachers generally find it heartbreaking to learn that children passed away or about to pass away while thinking it might be a relief due to the serious health conditions. To cope with the work dilemma due to unique itinerary features, itinerant teachers accumulate more sufficient energy for the work via enhancing professional knowledge and ability and seeking for community resources and supports of partners, students’ parents, school staffs, other itinerant teachers, and the education administration units. Based on the research results, this research proposes suggestions targeting itinerant teachers, administration units, vestibule teacher training units, and related researches in the future, expecting itinerant teachers to gain understanding and attention in many ways and further elevate the efficacy of homeschooling.

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37

CHUANG, CHIEN-TING, e 莊倩婷. "A Study of Preschool Special Education Itinerant Teachers’ Need for In-Service Training Courses". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k5ma77.

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Abstract (sommario):

碩士
國立臺中教育大學
幼兒教育學系早期療育碩士班
107
This study aims to discuss preschool special education itinerant teachers’ demand of in-service training courses in trend of inclusive education. This study investigates the course participation experience of 182 preschool special education itinerant teachers from 9 cities/ counties in mid-south part of Taiwan. The main results of this study are summed up as follows: 1. Preschool special education itinerant teachers’ demand of in-service training courses: The top five most needed courses are “Skills for counseling the emotions and mental health of learners with special needs”, “Characteristics of learners with emotional disorders and the strategies of counseling these learners”, “Characteristics of learners with autism spectrum disorder and the strategies of counseling these learners ”, “Evaluation and counseling skills of the language comprehension and expression of learners with special needs” and “Evaluation and counseling skills of the social and emotional development of learners with special needs”. 2. Preschool special education itinerant teachers’ ranking of in-service training courses: Courses ranked as “Basic” course are “The role and job of professionals in a team of professionals”, “The role and job of clinical psychologist in a team of professionals” and “The procedures of delivering preschool special education service and the introduction of its content”; the top three ranked “Advanced” courses are “The interpretation of the result of WISC-IV”, “Characteristics of learners with emotional disorders and the strategies of counseling these learners” and “Characteristics of learners with autism spectrum disorder and the strategies of counseling these learners ”. The top five most needed courses are all ranked as “Advanced” courses. 3. Preschool special education itinerant teachers’ need of course type regarding in-service training courses: Among five types of training courses, “Speech” is most frequently chosen as a suitable course type; “Consultation” and “Workshop” are in the second place. For the top five most needed courses, preschool special education itinerant teachers suggest that “Speech” is the most suitable course type, and “Workshop” is the secondary choice. 4. Different backgrounds of preschool special education itinerant teachers influence their demand degrees of in-service training courses. There are significant differences in teachers’ educational background, major, teacher qualification, teacher identity, years of teaching experience, service cities/counties, and students with different types of disorders. To sum up the above results, the researcher offers several concrete suggestions for the competent authority and future studies respectively.

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38

Wang, Chien-Hsun, e 王建勛. "Satisfaction of Classroom Teacher about the Itinerant Teachers for the Students with Visual Impairments: An Example of Tainan City". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/40351653393641523968.

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Abstract (sommario):

碩士
國立臺南大學
特殊教育學系碩士在職專班
102
Purpose: The purpose of this study was to investigate classroom teachers’satisfaction about the itinerant teachers who taught or were teaching students with visual impairments in Tainan city. Methods: After signing agreement documents, participants were ask to fill out the questionnaire with good validity and reliability which was adopted by researchers ourselves. Participants included pre-school, elementary school, junior high school and senior high school teachers who taught or were teaching students with visual impairments in Tainan city for the school year of 2013. At last, 77 classroom teachers participated in the study. Data were then analyzed with descriptive statistics, independent sample t test, one-way ANOVA, and Tukey test by using the SPSS 18 package. (Data Statistical Analysis Corporation, Taipei, Taiwan). Results: First, in general, classroom teachers showed “fair to good” satisfaction on the services provided by itinerant teachers. Second, there were several significant differences findings due to participants’ background variables. Findings were as follows: 1. Communication and Coordination Demension: ( 1 ) Teachers who took courses or attended seminars /workshops on special education were significantly more satisfied than those with professional special education background. ( 2 ) Teachers of 3rd and 4th graders had the worst satisfaction than those of pre-schools, 1st and 2nd graders, 5th and 6th graders teachers. Furthermore, pre-school teachers also had better satisfaction than junior high school teachers. 2.Curriculum Demension ( 1 ) Female teachers were more satisfied than male teachers. ( 2 ) Work experience for 16-20 years had higher satisfication than those more than 21 years. ( 3 ) 5th and 6th graders teachers were more satisfied than junior high school teachers. 3. Assistance and Trainings Demension ( 1 ) Female teachers’ satisfaction was significantly higher than male teachers’. ( 2 ) Being classroom teachers through negotiation had significantly higher satisfaction than those without negotiation. ( 3 ) Teachers of 3rd and 4th graders had the worst satisfaction than those of pre-schools, 5th and 6th graders teachers. 4. Teaching materials Demension Classroom teachers whose voluntary assignment were significantly more satisfied than non-volunteers. 5. Resource Matchmaking Demension ( 1 ) Teachers who took courses or attended seminars /workshops on special education were significantly more satisfied than those with professional special education background. ( 2 ) Being classroom teachers through negotiation had significantly higher satisfaction than those without negotiation. ( 3 ) Teachers of 3rd and 4th graders had the worst satisfaction than those of pre-schools, 1st and 2nd graders, 5th and 6th graders, junior high schools, senior high schools / vocational schools teachers. Third, there were several findings of significant differences in satisfaction due to students’ background variables. Findings were as follows: 1. Communication and Coordination plus Resource Matchmaking Demension Classroom teachers of students with mild visual impairments were significantly more satisfied than teachers of students with visual and other impairments. 2. Curriculum Demension Reading media and add-ons or being extracted from their original classes, were the main variables of classroom teachers’ satisfaction. 3. Assistance and Trainings Demension Classroom teachers’ satisfaction showed significant differences on students with different degrees of visual impairments. 4 Teaching materials Demension Satisfactions showed no significant differences due to teachers’ background variables. Discussion: Finally, suggestions were made as references to government authorities , educational administrators, and itinerant teachers for the students with visual impairments according to the results. Moreover, related studies for the future were also suggested. Keywords: classroom teacher, itinerant teachers for the students with visual impairments, degree of satisfaction

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39

Williams, Christine Sybilla. "Survey of itinerant teachers of the deaf and hard of hearing in British Columbia, Canada". Thesis, 1998. http://hdl.handle.net/2429/8362.

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Abstract (sommario):

The purpose of this study was to gather information about the demographic variables and responsibilities of British Columbian itinerant teachers of the deaf and hard of hearing, investigate if these teachers experience occupational stress, determine the relationships between these variables and their stress levels, and to determine which manifestations of stress were most prevalent for this population. Two questionnaires were used in this study: the Teacher Stress Inventory (TSI), which was a standardized measure of stress, and the Itinerant Teacher Questionnaire (ITQ), which was a self-created questionnaire to gather information about demographics and itinerant responsibilities. The survey packages were mailed during the months of May and June 1998, to 92 itinerant teachers of the deaf and hard of hearing in BC, Canada. The response rate was 76% (n=70). The demographic information and responsibilities of the typical BC itinerant teacher of the deaf and hard of hearing were presented and discussed. This was the first project of its kind in BC to examine these variables, and it has created a database of information for further research and comparisons. Using the TSI and its norms, it was determined that BC itinerant teachers of the deaf and hard of hearing experience lower levels of stress than American teachers. However, caution should be exercised when comparing BC itinerant teachers to the norms, because the norms were collected from the northeast, mid-Atlantic, and southeastern states of the US. From the questionnaires and a multiple regression analysis, the predominant sources of stress for these teachers were determined to be: work overload, lack of time, high numbers of personnel worked with, poor ability to have rooms assigned in a school, poor quality of rooms worked in, weather interference during travel, and poor communication with school personnel. Using the TSI, emotional (anxious, depressed, etc.) and fatigue (physical exhaustion, weakness, etc.) manifestations of stress were the highest rated symptoms of stress experienced by BC itinerant teachers of the deaf and hard of hearing. Results, implications, concerns, and suggestions for further study are discussed.

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40

Lin, Hui-Chiu, e 林惠秋. "The Establishment of the Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers: An Action Research". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/29017943547385011804.

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Abstract (sommario):

碩士
中原大學
特殊教育研究所
104
Abstract This research, adapting the action research method, tried to construct a “Collaborative Consultation Model” by involving both early childhood general educators and itinerant teachers. It further explored how this model effected the learning and behaving process of the child with developmental delays and the impact it had towards early childhood general educators, early childhood itinerant teachers, and the parents of the child with developmental delays under the“Collaborative Consultation Model” . The major findings were the following: 1.The current situation and predicament included the insufficiency of time and frequency of the special education itinerant, the incompleteness of combinations of integrated education, the difference in educational philosophy, and the lacking of the professional knowledge. 2.The needs included the increase of time and frequency in special education itinerant, the completion of the integrated education combination, the consistency of educational philsophy, and the increasing of knowledge in special education towards teachers and parents. 3.According to the predicament and needs, basicly elaborated “Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers” then conducted it. Through the process, to find the problems and to slove the cycle of the problems, then revised the “Collaborative Consultation Model” and established “Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers” 4.The conduct efficient of the “Collaborative Consultation Model” included: (1)Early childhood general educators, itinerant teachers and parents increased frequency of cooperation and communication discussion. Increased counseling time of the child with development delays. Attitude transitioned from passively waiting for assistance to actively seek help. (2)The cooperation relation between early childhood general educators, itinerant teachers and parents were closer and better able to integrate special education resources to maximum effect. (3)The parents of the child with developmental delays increased closed the frequency of communication with teachers in discussing, sharing, and also relatively participated actively in learning activities with the child. (4)After a semester of coordination and collaborative consultation model, it found the child with development delays has improved her learning ability, and her behavior problems has decreased. Keywords: early childhood general educators；itinerant teachers；child with developmental delays；collaborative consultation

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41

陳麗琳. "A Study of Itinerant Teachers’ Needs for Homebound Education of Health Impairment Students in Taiwan". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76963068720728967217.

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Abstract (sommario):

碩士
國立臺灣師範大學
特殊教育學系在職進修碩士班
96
The purpose of this study was to investigate the needs of itinerant teachers for homebound education of health impairment students in Taiwan. Descriptive statistics, t-test, and one-way ANOVA, and certain other statistical methods are employed to process and analyze the data collected through questionnaire, which was targeted at the teachers providing the services for homebound education and from which 169 valid responses were recovered. Conclusions drawn from the analysis are listed below: 1. There are certain needs for itinerant teachers. Among various needs, administrative support is most needed, which followed with professional development and instruction counseling. 2. Among three dimension, the dimension of administrative supports , the need of “consideration of safety of female teachers” is the highest. In the dimension of professional development, the need for “added basic medical knowledge” is the highest. In the dimension of “instruction guidance” the highest one is “the needs of looking after the health condition of students”. 3. Among the 41 questions for itinerant teachers, the top 5 needs are “consideration of safety of female teachers”, “reducing scope of guidance for reducing time spend”, “government paid casualty insurance”, “specific stipulation for protecting the interests of itinerant teacher” and “students shall be provided by the registered school with textbooks and instruction CD and other learning resources”.4. Because there are many variants such as genders, educational pursuit, teaching experience, and geographic location, every individual itinerant teacher has different degree of needs. Male itinerant teachers, who are in poor health condition, need more support on instruction guidance then female itinerant teachers. Itinerant teachers majored in special education have higher needs from administrative supports than those having only 30 credits (incl. 20 and 40 credits) in special education. In addition, dedicated itinerant teachers require more instruction guidance than substitute itinerant teacher. Itinerant teachers in service for one to three years have higher needs for instruction guidance than younger and less-experienced teacher. Geographically, Eastern Taiwan has higher need in instruction guidance than Northern regions, Northern Taiwan has higher need than Central areas, Southern Taiwan has higher need than Central zone, Eastern Taiwan has higher need than Central area. The need for administrative support of itinerant teachers in Central Taiwan is higher than those in Northern Taiwan. Based on the results and the restriction identified in this research, suggestions are provided for the reference in administration decision, practices and future research. Keywords: health impairment, homebound education, teacher needs,itinerant teachers

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42

呂文娟. "The study of job stress and coping strategies of itinerant teachers in junior high school". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/56077114718607542086.

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43

Liao, Yi-Chen, e 廖苡蓁. "A Study of Information Communication Technology into teaching for cross-categorical itinerant teachers in Nantou". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/80957811824062684712.

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Abstract (sommario):

碩士
中華大學
科技管理學系碩士班
101
The major purpose of the study is to understand the interactions between cross-categorical itinerant teachers and students in teaching activities and to confer Information Communication Technology into teaching for cross-categorical itinerant teachers. The main research object is cross-categorical itinerant teachers in primary schools in Nantou. The research is analyzed with thematic analysis and semi-structured interview. The results reveal that most cross-categorical itinerant teachers use ICT to prepare the lessons; a few of them use ICT into teaching. Besides computers, interactive whiteboard, cameras, and cell phones are in common use. Itinerant teachers seldom interact with students after school by ICT, but they interact with the peer. For schools, they provide resource as much as possible for itinerant teachers. Itinerant teachers adopt ICT to promote students’ interest and attentiveness in learning. But time and equipment for teaching are constantly insufficient, teachers can’t use ICT for long time. Itinerant teachers are not capable enough is as well as the reason that they can’t continue to use ICT.

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44

Lin, Yu-Mei, e 林鈺玫. "The study of job satisfaction for cross-categorical itinerant teachers in the junior high school". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/53636574756875013566.

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Abstract (sommario):

碩士
樹德科技大學
幼兒保育系
98
The main purpose of this study is to investigate the job satisfaction for the teachers of cross-categorical itinerant at junior high school in Taiwan and to examine the effects of different background variables on their job satisfaction. A survey on job satisfaction for cross-categorical itinerant teachers in the junior high school in Taiwan was conducted by a “Job Satisfaction Questionnaire on cross-categorical itinerant teachers in the junior high school”, through a general investigation. 72 copies of Questionnaires were sent out, and 72 copies were filled in and available. The data collected was analyzed by frequence distribution, percentage, mean, and stand deviation. The finding are summarized as follows： 1.Overall, cross-categorical itinerant teachers in junior high school were satisfied with their job. 2.The satisfaction order from the highest to the lowest was as follow： personal relationship, teaching profession, further education possibilities, administration support, teaching environmemt, salary and welfare and working environmemt. 3.The most satisfactory item is the student has the obvious progress, the growth in the learning process, lets teacher obtain the sense of achievement in the teaching. Not the most satisfactory item is counsels the region to be scattered, the transportation round-trip time is excessively long, lacks the transportation accident insurance the safeguard. 4. Continues to teach is the student has the progress, the growth and the back coupling. Causes the factor which is not willing to continue to teach is patrols the auxiliary teacher in the teaching profession not to be able to obtain the school administrative personnel, the general education teachers and guardian's approval and the affirmation, lacks the sense of achievement. 5. To promotes the work degree of satisfaction the view including to enhance the transportation subsidy or to teach the allowance, to schedule the related policing method, for to patrol the auxiliary teacher to take out insurance the transportation accident insurance, the administrative personnel's support and the coordination, the start related specialized thorough study especially. Keywords: cross-categorical itinerant teachers, job satisfaction, junior high school

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45

Chang, Hsin-Tan, e 張馨丹. "A Study of the Preschool Teachers' Opinions of the Itinerant Services in Tao-Yuan County". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/48191824025108511834.

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Abstract (sommario):

碩士
中原大學
特殊教育研究所
101
Abstract This study explored the opinions of the preschool teachers about the itinerant Services in Taoyuan County, Taiwan. The subjects of the study included each preschool teacher, who during the time of the study received the itinerant services. The primary research instrument is a five point Likert scale："the Questionnaire on the Status of Taoyuan County Guidance Services" 156 samples, returned. They served as 1uantitative data for analysis by the SPSS software suite. Several results were concluded from this study： 1. The preschool teachers from the variety of different backgrounds indicated high degree of agreement with the itinerant guidance service. 2. Among the background variables there are five variables which show significant difference : where they work in private or public kindergarten, length of their work experience, their poison in the work, the ratio between teacher and pupils, their case load. 3. The preschool teachers consider the individual instruction as the most needy and helpful variable for themselves and the preschoolers with special need. 4. In order to improve preschool itinerant guidance service the preschool teachers gave the following suggestions: increasing the number of guidance sessions, increasing the staff members, providing appropriate teaching strategies to the preschool teachers, enhancing the professional abilities of the preschool itinerant guidance teachers, allocating the case load according to the district of the preschool itinerant teachers .

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46

KAO, I.-TING, e 高逸婷. "A Study on Professional Growth of Preschool Special Education Itinerant Teachers in New Taipei City". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hs57bp.

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Abstract (sommario):

碩士
明道大學
課程與教學研究所
106
The purpose of this study was to review the professional growth process of New Taipei City Preschool special education itinerant teachers through qualitative interview methods. The research participants of this study were 3 full-time special education itinerant teachers from New Taipei City who were currently in different professional stages. To apprehend the experience and thoughts of itinerant teachers, the outline of the interviews were composed based on the difficulties the teachers faced in their line of work, their methods of response, need and channel for their professional growth. The research results were as follows: 1) In terms of the roles and responsibilities of preschool special education itinerant teachers, the three interviewees learnt to self-adjust in addition to adopting a positive attitude when faced with diverse difficulties. 2) All three interviewees of different seniority valued communication skills in terms of teachers’ professional growth. Two of the interviewees who had less than five years working experience expressed difficulties they faced in practice and deemed professional knowledge and assessment methods areas in which they wished to improve. 3) The pre-employment practical training should re-enforce knowledge and experience of “itinerant”. If the teachers were able to understand the working conditions prior and able to acquire sufficient relevant competency beforehand, it would reduce their psychological pressure in responding to practical difficulties, which benefits the establishment of professional image and cultivate ideal cooperation. 4) All three interviewees used diverse methods to engage in spontaneous enhancement of professional capabilities. Individual needs and time allocation were the main considerations in choosing the method of growth, with preferences for content which allowed practical application. It allowed solving of problems and increase of experience and understanding through actual operation. Based on research results, suggestions are provided for educational administrative and teacher cultivation offices, preschool special education itinerant teachers and future studies.

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47

呂琳. "The Effective of The InclusiveEducation by the Itinerant Teachers of Preschool Special Education in Taipei City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49601734161749376171.

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Abstract (sommario):

碩士
臺北市立教育大學
幼兒教育學系碩士班
95
The purpose of this study is to investigated the effect of inclusive education by itinerant teachers of early special education. The research variances includes the various backgrounds of itinerant teachers and preschool teachers. The perception of the parents about their children with special needs in the inclusive education are also explored. The data collection covers for two years from 2005 to 2006. By utilizing the two-way analysis of variance test research questions. The results are as follows： 1.There are significantly difference in the effective of inclusive education with itinerant teachers. 2.There are not significantly difference perception with the effective of inclusive education between itinerant teachers and regular class teachers. 3.There are also significantly difference between the parents about their children with special needs from variant background. Based on the findings of this study, the recommendations are as follows： 1.Clarifying the value of the inclusion education, 2.Reinforcing the teachers’ motivation by providing opportunities with advanced study, 3.Reorganizing and making inclusion education more effective, and 4.Suggesting the future research also mentioned.

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48

SU, HUI-LAN, e 蘇惠蘭. "A Research on Organizational Belonging and Teaching Efficacy-A Case of the Itinerant Teachers in Taichung". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/sx72m3.

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Abstract (sommario):

碩士
大葉大學
工業工程與管理學系
104
The purpose of this study is to investigate itinerant teachers’ working status, the relationship between a sense of organizational belonging and teaching efficacy. This study uses data collected by questionnaires, samples included the teachers of “no-classificational resource class”, “emotional disorders”, “listening disorders”, and “home schooling”, totally, we collect of 131 valid samples. The main findings are as followings: the demographic variables in the “marriage” aspect, there is significant differences in organizational belonging. And the demographic variables in the “Gender”, “Age”, “Transportation Subsidies” aspects have significant differences in the teaching efficacy. Besides,there is a significant positive correlation between the sense of organizational belonging and teaching efficacy. And there is a positive prediction that the “organizational identity” leading to teaching effectiveness. The recommendations are summarized as: encouraging and matchmaking the “unmarried” itinerant teachers in order to gain stability and increase their sense of belonging to the organization. And the Education Department Bureau (EDB) should improve the transport subsidy and personal security of itinerant teachers on the way to work. Investigating itinerant teachers’ transportation time per roundtrip in order to reduce the teaching load or shortening the distance to the school. Using an incentive and gift system, to encourage senior special education teachers to improve the quality of itinerant teaching work. Then, evaluating the requirement of special education teachers of the next school year; after that, we can decide the size of the special education class. Increasing the itinerant teaching and consultative skills, we can hold small groups for a workshop to discuss the certain case, or to have more chance to train teachers' professional knowledge and ability. EDB unit should care more about the itinerant teachers’ working status , think about how to increase the teachers' organizational belonging so as to improve their teaching efficacy.

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49

Lin, Lu, e 呂琳. "The Effective of The InclusiveEducation by the Itinerant Teachers of Preschool Special Education in Taipei City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/39973155524727830241.

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Abstract (sommario):

碩士
臺北市立教育大學
幼兒教育學系教師在職進修幼教教學碩士學
95
The Effective of The Inclusive Education by the Itinerant Teachers of Preschool Special Education in Taipei City abstract The purpose of this study is to investigated the effect of inclusive education by itinerant teachers of early special education. The research variances includes the various backgrounds of itinerant teachers and preschool teachers. The perception of the parents about their children with special needs in the inclusive education are also explored. The data collection covers for two years from 2005 to 2006. By utilizing the two-way analysis of variance test research questions. The results are as follows： 1.There are significantly difference in the effective of inclusive education with itinerant teachers. 2.There are not significantly difference perception with the effective of inclusive education between itinerant teachers and regular class teachers. 3.There are also significantly difference between the parents about their children with special needs from variant background. Based on the findings of this study, the recommendations are as follows： 1.Clarifying the value of the inclusion education, 2.Reinforcing the teachers’ motivation by providing opportunities with advanced study, 3.Reorganizing and making inclusion education more effective, and 4.Suggesting the future research also mentioned.

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Lai, Yi-Chun, e 賴怡君. "The study of practice, expectation and satisfaction of cross-categorical itinerant teachers in the elementary school". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/58698649436867275737.

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Abstract (sommario):

碩士
國立花蓮教育大學
身心障礙與輔助科技研究所
94
The purpose of this study was to investigate the practice,expectation and satisfaction of cross-categorical itinerant teachers in the elementary school, as well as realize general education teachers’ satisfaction to the cross-categorical itinerant service. The study was conducted a set of questionnaires to both cross-categorical itinerant teachers and general education teachers. Individual interview was conducted to eight cross-categorical itinerant teachers. The main findings are： 1.For office location, cross-categorical itinerant teachers preferred to stay in their original school, as well as the school located in the center of itinerant area. 2.Most cross-categorical itinerant teachers concerned their heavy teaching loading in high student numbers currently. However, the distance to each itinerant school is acceptable. The better way to divide itinerant area was considering both of geographical area and traffic time consuming. 3.For traffic compensation, cross-categorical itinerant teachers felt that it is not fair to transportation compensation and relative insurance. 4.For content of service, cross-categorical itinerant teachers expect that the better way to offer itinerant service was direct instruction. Cross-categorical itinerant teachers and general education teachers considered that four special education courses a week was minimum for students with special needs. 5.For the support system, cross-categorical itinerant teachers did satisfied it which offered from both original and itinerant schools, and general education teachers. However, they need more support from government. 6.The cross-categorical itinerant teachers considered that the insufficient teaching hour was the main reason to influent students learning results. 7.For satisfaction, the highest score was the amount of itinerant schools, and the lowest was the items of transportation. 8.Generally, the satisfaction from both cross-categorical itinerant teachers and general education teachers to cross-categorical itinerant service program was acceptable. There was significant difference on the item of overall satisfaction for cross-categorical itinerant service program. The results show that the general education teachers’ satisfaction to cross-categorical itinerant service was higher than cross-categorical itinerant teachers. Based on the results of the study, the implications and suggestions for the field practices and future studies are also discussed.

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