随班就读教师专业素养现状及影响因素研究

Research on Inclusive Education Teachers' Professional Capacities and Their Influencing Factors

本研究在文献分析的基础上,编制了信度、效度良好的随班就读教师专业素养问卷,其结构由专业态度、专业知识、专业技能和获取支持能力4因子组成。研究发现,随班就读教师在专业知识和获取支持能力上不及专业态度和专业技能。小学随班就读教师在专业技能上的得分显著高于中学的教师,而中学随班就读教师在获取支持能力上的得分显著高于小学的教师。接受过培训的随班就读教师的专业素养显著高于未接受过培训的。随班就读教龄在6至10年和在11至15年的教师在专业知识、专业技能上的得分显著高于教龄在3年以下的教师。建议在师范教育阶段增加特殊教育、融合教育等相关内容,同时,构建以提升"自主性"为核心的在职培训模式,全面提升随班就读教师专业素养。

Based upon previous literature, inclusive education teachers＇ professional capacities questionnaire was developed with good reliability and validity. Inclusive education teachers＇ professional capacities were consisted of four components, which are professional attitude, professional knowledge, professional skill and capacity of acquiring supports. Based on the data used in the process of exploratory factor analysis, further statistical analysis shows that the score of professional attitude and professional skills are significantly higher than the score of professional knowledge and the score of capacity of acquiring supports respectively. The score of professional skill of teachers teaching in primary schools is significantly higher than teachers teaching in middle schools, hut the score of capacity of acquiring supports of teachers teaching in middle schools is significantly higher than teachers teaching in primary schools. The score of each professional capacities of teachers obtaining professional training is significantly higher than teachers un-obtaining professional training. The scores of professional knowl- edge and skills of teachers undertaking this job for 6 - 10 years or 11 - 15 years are significant higher than teachers under- taking this job under 3 years. To promote the professional capacities of inclusive education teachers, suggestion are adding contents about special education and inclusive education in the stage of teacher-preparing education, and constructing the pattern of on-job training of inclusive education teachers with autonomy-promoting at the core.