本文旨在探討國民中小學推動校內特教教師輪調制度之實施概況，針對七名校內有推 動輪調機制的教師進行個別訪談，蒐集其對輪調之看法，藉此釐清推動學校之樣貌與實踐 的可行性，研究結果顯示推動輪調有四項優點：（1）提升特教教師工作滿意度；（2）擴 展教學經驗與提高教學品質，並帶動教師間討論 氛圍；（3）學習換位思考，理解不同職 務上的難處，提升組內互助氛圍；（4）提高職務遞補效能，增進工作歷練，並且激勵教 師自發性進修；五項實施困境：（1）不同班級教師職務條件差異大，易影響輪調機制的 實行；（2）特教行政業務繁瑣致使老師兼職意願不高；（3）接任新職務有短暫的適應與 磨合期，較不利學生學習與校務發展；（4）教師合作不易，頻繁更換老師，損失學生受 教權；（5）未形成制度規章及附加特殊條款，易破局。 依據困境提出六項配套措施：（1）行政支援居中協調，並傾聽不同班型教師之個別 需求與看法；（2）依校內資源重整行政與班務業務量；（3）加強組內事務的參與度，並 搭配特教組長輪調；（4）建立良師典範觀念，彼此成為專業成長的好夥伴；（5）整合校 際特教專業社群，擴大特教社群討論網絡；（6）將輪調機制制度化，並共擬定特殊條款。

The purpose of this study was to discuss the implementation of the rotation schools for special education teachers. This research was carried out by adopting a qualitative cases-study approach; there were seven elementary special education teachers participating in this research and the data were collected by using in-depth interviews and document collection. The research results showed that there are four advantages in promoting rotation. (1) Improved job satisfaction of special education teachers. (2) Extend the teaching experience of special education to improve the quality of teaching. (3) Learned empathy, be able to understand the difficulties in different positions, and enhance the atmosphere of mutual assistance in the group. (4) Improved job placement, and encouraged teachers to learn more spontaneously. Implementation dilemmas: (1) The conditions of teachers in different classes vary greatly, which easily affected the implementation of the rotation mechanism. (2) The administration of special education made teachers not willing to work part-time. (3) Taking over a new position had a short adjustment period and a running-in period, which may influence the development of the students. (4) Frequent changes of teachers will result in loss of students' right to receive education. (5) There was easy to break if there have no system rules. Finally, six supporting measures were proposed based on the difficulties: (1) Central coordination of administrative support, and listening to the individual needs and views of different classes and teachers; (2) Re-adjust the administrative and class work business volume, and draw up resources, Special education and touring-related work assignment; (3) Strengthen the participation in group affairs and coordinate with the rotation of special education team leaders; (4) Establish a model concept of good teachers, enhance teachers' spontaneous growth, and become good partners for professional growth; (5) Integrate the inter-school special education professional community and expand the discussion network of the special education community; (6) The rotation mechanism is regulated under the teacher council or the special education promotion committee, and special terms are drawn up.

特殊教育教師；輪調機制

special education teacher；job rotation system