特教师资生与特教教师对特教教师专业标准的评估——以广东省某高校为例

Evaluations of Special Education Undergraduates and Special Education Teachers on Professional Standards for Special Education Teachers——A Case Study of a College in Guangdong Province

特教师资生与现职特教教师具备的素质对“特殊教育教师专业标准(试行)”的评估有重要参考价值。以在校特教师资生及历届毕业且担任特教教师者为调查对象,并对调查结果进行统计分析,发现在就读特教系原因、以特教为职志、专业标准各维度相应能力具备程度的自我评估等方面,定向公费生皆较自费生更积极及更具信心;特教教师在专业标准各维度相应能力具备程度的自我评估,都较特教师资生更具信心;特教师资生与特教教师对专业标准各维度重要性的评估皆高于本身相应能力具备程度的评估;较高年级师资生在专业标准各维度相应能力具备程度的自我评估,大多比年级较低师资生更具信心。

The quality of special education undergraduates and current special education teachers has important reference value for the evaluation of “professional standards for special education teachers”. This study investigates the attitudes toward the special education undergraduates in a college and the graduates who are special education teachers. The results show that the government-funded undergraduates are more positive and confident than the self-funded in such aspects as the reasons for majoring in the special education, perceiving special education as a lifelong career, and the self-assessment of the acquired degree of corresponding ability of each dimension of professional standards;the special education teachers are more confident than the special education undergraduates in the acquired degree of corresponding ability of each dimension of professional standards;the assessments of the importance of each dimension of professional standards of special education undergraduates and special education teachers are higher than their assessments of the acquired degree of corresponding ability;the senior undergraduates are more confident than the junior ones in the acquired degree of corresponding ability of each dimension of professional standards.