“积极践行”抑或“甘于平庸”:新任随班就读教师融合教育行动历程研究

“Active Practice”or“Resignation to Mediocrity”:A Study on the Action Course of Novice Teachers Teaching in Regular Classrooms in Inclusive Education

推动随班就读教师积极践行融合教育是落实教育公平、实现特殊教育现代化的重要举措。本文采用叙事研究方法,以情境互动理论为框架,分析新任随班就读教师融合教育行动历程。研究显示:他们走出朝着逆境飞翔的积极践行者和深陷困境的甘于平庸者两种不同的结果,这是个体特征和环境场域相互作用的过程。进一步分析发现,在教育情感、心理资本与学校支持共同作用下,教师积极践行融合教育;当心理资本与资源双重缺失时,教师融合教育行动则具消极性。建议通过为新任随班就读教师搭建持续性专业发展平台,基于学校文化情境构建全方位支持体系,教师主动唤醒教育情感和积累心理资本等措施提高随班就读教师践行融合教育的质量。

Promoting teachers teaching in regular classrooms to actively practice inclusive education is an important initiative to practice educational equity and modernize special education.Using narrative research method and the Situational Interactionism as the framework,this paper analyzes the action course of inclusive education of novice teachers teaching in regular classrooms and finds that they present two different results:active practitioners who are flying in adversity and those who are stuck in difficulties and willing to be mediocre.This is a process of interaction between individual characteristics and environmental field.Further analysis shows that teachers are active practitioners of inclusive education under the joint effect of educational emotions,psychological capital and school support;and negative practitioners,when they lack both psychological capital and resources.It is suggested that the quality of inclusive education should be improved through the establishment of a platform for continuous professional development for novice teachers,the construction of an all-round support system based on the school's cultural context,and the active awakening of teachers'educational emotions and the accumulation of their psychological capital.