本研究旨在探討不同性別及各年級特教系大學生職涯發展九大相關因素之結果是否達到顯著差異，並分析其對九大因素之看法，及評析104-105級擔任普通班教師之意願是否受到新制師培制度之影響。研究對象係為156位某一大學特殊教育學系102-105級之學生，同時針對填答問卷之20位學生進行半結構式訪談。研究工具為自編「特教系大學生職涯發展之研究」問卷及自編半結構式訪談題綱，進行單因子變異數分析，及Scheffe法事後比較等。研究結果：1.不同性別特教系大學生九大相關因素之間的結果沒有達到顯著差異；2.特教系大學生對於「自我了解因素」、「升學規劃因素」、「多元專長能力規劃因素」、「國小身障類教職因素」、「國小資優類教職因素」、「公職考試因素」、「特教相關機構因素」、「所欲從事之其他職業因素」的結果因年級不同而各有差異；3.特教系大學生對於「求職必備能力因素」的結果不會因年級不同而有所差異。4.部分受訪者表示（1）會將人格特質、專長納入工作選擇，（2）繼續升學為提升競爭力等，（3）多元專長職涯準備是探索其他就業機會等，（4）新制教育學程修課模式可能影響擔任普通班老師職涯規劃。本研究根據研究結果，針對大學相關單位、特教系在學生和高中學校相關人員等方面，提出具體建議，以供後續研究參考。

The purpose of the study is to investigate whether there were significant differences between different genders and in the result of nine factors of career development. Whether the reformed teacher preparation system influenced the willingness of college students in special education from 104-105 grades about being elementary school teachers was evaluated. The participants were 156 college students in special education from 102-105 grades from an university in Taiwan. The instruments used in this study were a self-designed “questionnaire for investigating the career development of college students in special education”, “outlines for a semi-structural interview”, single-factor variation analysis, and Scheffe post hoc comparison methods. The results incude: 1. There is no significant difference between different genders from college students in special education in the result of nine factors of career development. 2. College students in special education from different grades would lead to differences in “self-understanding factor”, “continuing education plan factor”, “the ability of planning diversified speciality factor”, “elementary teacher of special education factor”, “elementary teacher of talented class factor”, “civil servant examination factor”, “special organization factor”, and “other work factor”. 3. There was no difference among college students in special education from different grades in the aspect of “the ability of finding a job factor”. 4. Some people will take personality characteristics into consideration when choosing their vocation in the future. Increasing one’s competitiveness is the reason to continue studying. The reasons for multiple specialities preparation are to have more other job opportunities. The reformed teacher preparation system for college students in special education may affect the career plan to be normal class teachers. Based on the findings, the researchers propose suggestions for university administration, students in department of special education, related persons in high schools, and future research.

特教系; 大學生; 職涯發展

department of special education; college students; career development