特殊教育学校教师专业伦理的发展特点及其专业影响研究

Research on the Development characteristics and professional influences of Special Education Teacher’s Professional Ethics

特殊教育学校（以下简称＂特校＂）教师的专业伦理是其专业化发展的重要内容。对特校教师专业伦理体系进行构建,得到包括专业忠诚、专业坚持、专业友善、专业自持等七项专业伦理特质及31个具体反映专业伦理表现的条目。对来自东、中、西部24所特校的731名教师进行专业伦理调查,结果发现：（1）特校教师专业伦理总体水平很高,但专业伦理各特质发展不均衡;（2）特校教师专业伦理水平因性别、学历、专业背景、任教类型等不同而表现出明显差异;（3）专业喜好和专业年龄对特校教师专业伦理普遍具有预测功能,专业能力对专业忠诚、专业坚持和专业自持有预测功能;（4）特校教师的专业勇气、专业自持能正向预测专业好评,但其专业坚持、专业共生将负向预测专业好评。

A special education teacher＇ s professional ethics is an important part of their professional development. A professional ethics system of a special education teacher is built up, including seven professional ethic characteristics, such as professional loy- alty, professional insistence, professional amicability and professional self-sustainability, and 31 specific items which indicate pro- fessional ethics. 731 special-education teachers who come from 24 schools of eastern, central and western China are surveyed. The conclusion is made as follows ： special-education teacher＇ s professional ethics overall level is very high, but the development of professional ethics is imbalance. The professional ethics level of special-education teacher shows obvious difference because of dif- ferent gender, educational background, professional background and teaching types. Professional preferences and age generally has the forecast function of special-education teacher＇ s professional ethics, professional ability can predict professional loyalty, insistence and self-sustainability. A special education teacher＇ s professional courage, self-sustainability can positively predict the professional high praise, but their professional insistence and symbiosis will show negative prediction.