摘要
幼儿教师融合教育胜任力对提升学前融合质量至关重要。为深入探讨领悟社会支持对幼儿教师融合教育胜任力的影响以及心理授权和职业认同的中介作用,随机抽取464名融合教育教师作为研究对象进行问卷调查。结果表明:领悟社会支持可显著正向预测幼儿教师融合教育胜任力;心理授权和职业认同在领悟社会支持和融合教育胜任力间存在链式中介效应。建议幼儿教师提升自身感悟能力、增强职业使命感和认同感、加深角色认知以增强自主性行为。
The inclusive education competence of teachers is very important to improve the quality of preschool inclusive education.In order to explore the effects of perceived social support on kindergarten teachers'inclusive education competence and the mediating role of psychological empowerment and professional identity,464 kindergarten teachers who participated in inclusive education were surveyed by questionnaires.The results indicated that perceived social support significantly and positively predicts kindergarten teacher'inclusive education competence.Psychological empowerment and professional identity played a chain mediating role between perceived social support and inclusive education competence.Based on the research findings,three recommendations are proposed:kindergarten teachers should improve their perceptual ability,enhance their sense of professional mission and identity,and deepen their role awareness to enhance autonomous behaviors.
作者
殷馨宇
朱美侠
孙玉洁
YIN Xinyu;ZHU Meixia;SUN Yujie(Department of Education,Qingdao Binhai College,Qingdao,266555)
出处
《中国特殊教育》
北大核心
2024年第1期90-96,共7页
Chinese Journal of Special Education
基金
2022年山东省学前教育研究课题重点课题“多主体协同视角下学前教师的融合教育素养研究”(项目批准号:2022XQJY001)
2022年山东省学前教育研究课题教研基地课题“G-U-K多主体协同的学前融合教育师资培养模式研究”(项目批准号:鲁教学前中心[2022]20号)的阶段性研究成果。
关键词
融合教育胜任力
领悟社会支持
心理授权
职业认同
inclusive education competence
perceived social support
psychological empowerment
professional identity