Made available in DSpace on 2016-08-03T16:16:24Z (GMT). No. of bitstreams: 1 Martapg1_50 .pdf: 248635 bytes, checksum: 096dfe05f9162611d7f3c7a6fdce2486 (MD5) Previous issue date: 2011-04-01 / This research analyzed the teachers instruction s trends under the inclusive education perspective in the face of scholarship daily demands which since 1990 decade has been presenting a rising demand of students with special education necessities in the same regular school s classes. The school inclusion is a process which depends on the combination of several factors and not just a teacher s responsibility. However, we ask ourselves: are teachers being prepared to think under this perspective, of planning lessons to a diversified classroom, especially on the angle of students with intellectual education disability, to achieve a team work with experts teachers? The reflection about the teachers instruction and practice in the inclusive classroom is part of the inclusive process, which is still under construction. That s the point which led this research, towards revealing impacts of school inclusion politics on teachers instructions courses and its teaching practice, disclosing conflicts, resistances, contradictions, progress and exclusion mechanisms implicit in the inclusion proposal, contributing also to the discussion about the role of College Education as a privilege locus of teaching instruction. The results of the research showed to superficial on the teachers` instructions on the inclusive education perspective. The investigative action articulated the public policy of teachers instructions, the National Curriculum Policy to teaching degrees, the legal devices, the theoretical support and the investigation tools to coordinators, majoring in Teaching and Languages degrees students and active Ensino Fundamental s teachers. / A pesquisa analisou as tendências de formação de professores na perspectiva da educação inclusiva ante as exigências do cotidiano escolar que desde a década de 1990 vem apresentando uma demanda crescente de estudantes com necessidades educacionais especiais nas salas comuns do ensino regular. A inclusão escolar é um processo que depende da combinação de vários fatores, não é responsabilidade apenas do professor. Entretanto, questionamos: Será que os professores estão sendo preparados para pensar nesta perspectiva, de planejar para a diversidade da sala de aula, especialmente na vertente de alunos com deficiência intelectual, de realizar um trabalho em equipe com professores especialistas? A reflexão sobre a formação e a prática de professores na sala de aula inclusiva faz parte do processo de inclusão, ainda em construção. Eis a questão que norteou esta pesquisa, no sentido de revelar impactos das políticas de inclusão escolar nos cursos de formação de professores e na prática docente, revelando conflitos, resistências, contradições, avanços e mecanismos de exclusão implícitos na proposta da inclusão, contribuindo ainda, para a discussão sobre o papel da universidade como locus privilegiado de formação docente. Os resultados da pesquisa apontaram para uma superficialidade na formação de professores na perspectiva da educação inclusiva. A ação investigativa articulou as políticas públicas de formação de professores, as Diretrizes Curriculares Nacionais para as licenciaturas, os dispositivos legais, a sustentação teórica e os instrumentos de investigação para coordenadores, estudantes de Pedagogia e de Letras e professores do Ensino Fundamental em exercício.

本研究旨在探討國中教師的經師角色（投入教學）、人師角色（投入輔導）、導師角色（注重班級成績、注重班級整潔秩序）等變項對於國中生偏差行為的貫時性影響。研究資料取自中央研究院調查研究專題中心學術調查研究資料庫中的「台灣教育長期追蹤資料庫」第一波國中學生問卷【限制版原始數據】、第二波國中學生問卷【限制版原始數據】、第一波國中家長問卷【限制版原始數據】、第二波國中教師問卷【限制版原始數據】。 本研究又分為兩個子研究。研究一使用兩波問卷中的20,055筆國中生問卷及家長問卷，研究二使用兩波問卷中的8,794筆國中生問卷、家長問卷、導師問卷。本研究採用Rasch模式垂直等化、結構方程模式、階層卜瓦松模式分析資料，研究結果如下： 一、「人師角色」「經師角色」對國中生偏差行為影響的貫時性分析 （一）國一教師投入教學對於追蹤樣本國一學生偏差行為有顯著影響，教師越認真教學，學生偏差行為分數越低。 （二）國一教師投入教學對於追蹤樣本國三學生偏差行為有貫時性顯著影響，國一教師越認真教學，國三時追蹤樣本學生的偏差行為分數越低。 （三）國一二教師投入輔導對於追蹤樣本國三學生偏差行為有顯著影響，國一國二教師越投入輔導，追蹤樣本學生國三時的偏差行為分數越低。 二、「導師角色」對國中生偏差行為影響的貫時性分析 （一）追蹤樣本國三偏差行為顯著較該生國一時嚴重。 （二）偏差行為與性別有關，男生偏差行為分數顯著比女生高。 （三）追蹤樣本國一至國三偏差行為惡化程度與性別有關，男生偏差行為惡化情形顯著較女生嚴重。 （四）追蹤樣本國一至國三偏差行為惡化程度與該生國一時的學業成就有關。國一成績較差，國三偏差行為惡化程度顯著較嚴重。 （五）追蹤樣本國一至國三偏差行為惡化程度與該生國一時的讀書習慣有關。國一讀書習慣較差者，國三偏差行為惡化程度顯著較嚴重。 （六）導師要求班級學業成績，對於國中生偏差行為有顯著影響，導師越注重學業成績，該班學生偏差行為越低，且該影響具貫時性。 （七）導師要求班級整潔秩序等生活常規，對於國中生偏差行為有顯著影響，導師越要求班級整潔、秩序，該班學生偏差行為越低，且該影響具貫時性。 （八）國中生偏差行為與就讀學校公私立與否有關。私立學校學生偏差行為分數顯著較公立學校學生為低，且該影響具貫時性。 研究者並提出建議供教育實務工作者及教育主管單位參考。 / The purposes of the study were to explore teacher roles including instruction role, guidance role and headroom teacher’s role, and to find out the effects of teacher roles on junior high school students' deviant behavior. The data used in the analysis are from the nationally representative 2001–2003 Taiwan Education Panel Survey, including students’ questionnaire, students’ academic tests, parents’ questionnaire, and teachers’ questionnaire. In study 1, data from a 2-wave panel (N = 20,055), tested in the 7th and 9th grades, were used to estimate a structural equation model. The model was used to compose a previously observed teacher’s instruction role (teaching engagement) and guidance role (guidance engagement) in wave 1. In study 2, data also from a 2-wave panel (N=8,794), were to estimate a hierarchical Poisson regression model, in which independent variables were achievement-oriented headroom teacher role and discipline-oriented headroom teacher role, and dependent variable was students' deviant behavior. The results indicate that teachers who devoted themselves in teaching and guiding students could reduce junior high students’ deviant behavior, and the effects were longitudinal for at least 2 years. Also, both achievement-oriented and discipline-oriented headroom teachers could reduce junior high students’ deviant behavior, and the effects were longitudinal. Implications for current practice and future research are also discussed.