辅读学校教师专业素质研究.pdfVIP

论 文 摘 要 本研究从内容构成、现状及影响因素等方面对辅读学校教师专业素质进行研 究。研究者在对教师专业素质、特殊教育教师专业素质已有研究成果进行梳理的 基础上，提出辅读学校教师专业素质构成三个维度九个方面的理论设想。 研究首先采用德尔菲法征询15位特殊教育专家关于辅读学校教师专业素质 的意见，并请专家对汇总后的各素质进行重要性评价。在德尔菲法的基础上，研 究者采用自编问卷对两百多名辅读学校教师进行调查，了解上海市辅读学校教师 专业素质的现状、影响因素以及教师对专家意见的态度。 研究结果显示：①在辅读学校教师专业素质构成的各要素中，特教学科知识 与特殊教育能力受到专家的特别重视。②专家与教师对辅读学校教师9个方面专 业素质重要性的评价趋势一致，但教师评价高于专家；各要素中，专业信念与专 业道德被认为最重要，而一般文化知识被认为较不重要。③上海市辅读学校教师 对自身专业素质现状整体评价相对较高；三个维度中，专业情意得分最高，专业 能力次之，专业知识最低。④特殊教育态度、专业发展的内在需求、培训机会、 学校文化氛围以及社会的理解与支持被认为是影响辅读学校教师专业素质的5 个主要因素。研究同时发现性别、教龄、特殊教育教龄、任教区域、职业转入对 辅读学校教师专业素质的不同方面存在影响。 根据上述研究结果，研究者提出了提升辅读学校教师专业素质的若干建议。 关键词：辅读学校，特殊教育教师，专业素质 I ABSTRACT ABSTRACT AABBSSTTRRAACCTT The current study aimed to investigate into the qualities of teachers in schools for intellectual disability in terms of content construct, situation description, and factors. Based on the findings on the qualities of general and special education teachers, we posed a theoretical hypothesis on the qualities of teachers in schools for intellectual disability, including three dimensions each of which consisted of three fractal dimensions. The recent studies firstly adopted Delphi method to collect the suggestion on qualities of teachers in schools for intellectual disability from 15 special education experts and test the consistency coefficient on the extent of importance of each quality among these experts. Based on the findings above, the studies secondly made up a 5-point scale to investigate into the situation, factors, and agreement with experts of teachers’ qualities in schools for intellectual disability and above 200 teachers were enrolled intothe current study. The findings showed that: 1) 15 experts consistently confirmed the importance of knowledge of special subject and capacity of special education. 2) for the importance