本文關(guān)鍵詞：隨班就讀教師專業(yè)素養(yǎng)現(xiàn)狀及影響因素研究，由筆耕文化傳播整理發(fā)布。

隨班就讀教師專業(yè)素養(yǎng)現(xiàn)狀及影響因素研究

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

[1] [2] [3] [4] [5]

WANG Yan, WANG Zhi-qiang, FENG Ya-jing, DENG Meng, LIANG Song-mei （1.Faculty of Education, Beijing Normal University, Beijing, 100875, China; 2. Xinyuanxili Elementary School, B

[1]北京師范大學(xué)教育學(xué)部,北京100875; [2]北京市新源西里小學(xué),北京100027

文章摘要：本研究在文獻分析的基礎(chǔ)上,編制了信度、效度良好的隨班就讀教師專業(yè)素養(yǎng)問卷,其結(jié)構(gòu)由專業(yè)態(tài)度、專業(yè)知識、專業(yè)技能和獲取支持能力4因子組成。研究發(fā)現(xiàn),隨班就讀教師在專業(yè)知識和獲取支持能力上不及專業(yè)態(tài)度和專業(yè)技能。小學(xué)隨班就讀教師在專業(yè)技能上的得分顯著高于中學(xué)的教師,而中學(xué)隨班就讀教師在獲取支持能力上的得分顯著高于小學(xué)的教師。接受過培訓(xùn)的隨班就讀教師的專業(yè)素養(yǎng)顯著高于未接受過培訓(xùn)的。隨班就讀教齡在6至10年和在11至15年的教師在專業(yè)知識、專業(yè)技能上的得分顯著高于教齡在3年以下的教師。建議在師范教育階段增加特殊教育、融合教育等相關(guān)內(nèi)容,同時,構(gòu)建以提升“自主性”為核心的在職培訓(xùn)模式,全面提升隨班就讀教師專業(yè)素養(yǎng)。

Abstr：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.

文章關(guān)鍵詞：

Keyword：:inclusive education teachers professional capacities influencing factors

作者信息：會員可見

  本文關(guān)鍵詞：隨班就讀教師專業(yè)素養(yǎng)現(xiàn)狀及影響因素研究，，由筆耕文化傳播整理發(fā)布。