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为了探讨特殊教育教师和普通教师在所需心理素质上的共同性和差异性,本研究以243名特殊教育教师和233名普通教师为被试进行调查。研究结果显示特殊教育教师和普通教师共同认定公正、爱心等六项心理素质为最重要的心理素质,并在耐心、观察力等11项心理素质上存在显著差异。 相似文献
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《南昌教育学院学报》2020,(3)
课题组通过对江西省150名特教教师和150名小学教师进行问卷调查并对照分析江西省特殊教育教师生存状态。调查表明:特教教师总体生存状态一般;特教教师心理健康极显著低于小学教师;特教教师经济地位极显著低于小学教师;特教教师自我实现状态极显著高于小学教师;特教教师和小学教师在待遇、工作状态、人际关系方面无显著差异。需要从个人层面、学校层面、政策层面提高特教教师心理状态和经济地位状态。 相似文献
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特殊教育专业教师是提高特殊教育质量、推进特殊教育现代化、建设一流特殊教育的关键。师资建设是特教事业发展的重中之重,地方高校特殊教育专业是培养特教师资的摇篮,其教师质量关乎未来特教师资的培养质量和特殊教育事业的成败。职后教育和专题培训是促进特教教师专业发展的重要路径,对致力于从事特殊高等融合教育的教师尤其重要。河北省特殊教育要取得突破性改革和发展,必须拥有大批高素质的复合型教师。科学设计问卷并分层随机抽样调查河北省六所地方高校的特殊教育专业教师的职后教育状况,分析其存在的主要问题及影响因素,并提出若干可行性对策建议,实现办好特殊教育的2035目标。 相似文献
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特殊教育教师职业压力的调查分析 总被引：4，自引：2，他引：2
采用自编的特殊教育教师职业压力测查问卷测查了284名特殊教育教师.结果表明,特殊教育教师的职业压力较大,61.3%的特教教师体验到中等程度以上的压力,5.6%的特教教师体验到重度以上的压力.其中最大的压力源自于学生管理.职业压力总均分女教师(2.78±0.44)大于男教师(2.52±0.62).特教教师职业压力年龄差异显著,30～39岁年龄组压力(2.83±0.60)最大,29岁或以下组(2.70±0.45)其次,40岁或以上组(2.34±0.39)最小.职称组间差异显著,小学高级组体验到的压力最大.从事聋哑儿童教育的特教教师体验到的职业压力(2.76±0.51)显著大于从事智障儿童教育的特教教师体验到的压力(2.59±0.54). 相似文献
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为探讨特殊教育教师工作资源和工作投入的现状以及工作资源对其工作投入的预测作用,以326名特教教师为被试,采用工作资源量表、Utrecht工作投入量表对其进行问卷调查.研究结果显示:特教教师工作投入的总体状况良好,三个维度中奉献得分最高,专注次之,活力最低;工作投入的水平在教龄上存在显著差异,教龄在7至25年的特教教师的工作投入水平显著高于1至3年和4至6年教龄的特教教师;工作投入在所教班级类型上存在显著差异,教育智力落后学生的特教教师比教育盲生的特教教师工作投入水平高,教育各种障碍类型学生混合班的特教教师比教育盲、聋生的特教教师的工作投入水平高;工作控制感和工作独立性对活力和专注具有显著的影响作用,工作控制感对奉献具有显著的影响. 相似文献
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2月22日,上海市召开特殊教育工作会议,会上提出,该市特殊教育生均公用经费将提高到每生每年不低于7800元,目前经费投入明显低于此标准的区县,将在3年内逐步达到标准。会上还推出了最新颁布的《关于加强特殊教育师资和经费配备意见》,其中指出,聋校、辅读学校平均班额为6至10人,学校教职工与学生比为1：2．4,有随班就读学生的普通学校配备1名专职特教教师,随班就读学生在5名以上的,适当增加专职特教教师配备人数;各区县特殊教育指导中心配备专职巡回指导教师,负责对随班就读学生、送教上门学生等进行辅导和管理;在特殊教育学校设医务室,配备1名校医,根据残疾儿童的实际需要,设置专职康复教师岗位。 相似文献
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Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey
The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers’ Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme, primary education, special education programme, programme in education of students with mental impairment, programme in education of students with hearing impairment, programme in education of students with visual impairment, music education and art education. Findings showed that there were significant relationships between teacher self-efficacy and burnout. Also, significant differences were found between genders and branches in terms of burnout and teacher self-efficacy. Indices of structural equation modelling indicated that domains of burnout were strongly predicted by self-efficacy. Findings highlight the importance of self-efficacy beliefs in special education staff’s level of emotional involvement, sense of accomplishment and engagement. 相似文献
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提高随班就读教育质量,高质量的师资是关键。通过分析国际融合教育发展对教师培养体系改革的影响,发现普通教育和特殊教育知识和技能的融合成为当今教师教育改革的必然趋势。在此基础上,就我国特殊教育师资培养模式进行讨论,并对建立符合我国特殊教育发展实际的高等师范院校特殊教育师资培养体系进行思考与探索,培养特殊教育骨干人才、融合教育专门人才以及随班就读普及型人才是当前特殊教育师资培养模式变革的主要方向。 相似文献
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Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
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特殊教育教师的积极心理品质及其对结果变量的影响 总被引：1，自引：3，他引：1
为了了解特殊教育教师的积极心理品质及其对结果变量的影响,本研究对114名特教教师进行了调查,结果如下:(1)特殊教育教师的敬业水平为中等程度,三个分维度的得分顺序为奉献水平最高、专注次之,活力水平最低。(2)男教师和女教师的总体敬业水平和各维度的水平不存在显著的统计学差异。(3)10年教龄以上教师在活力、奉献和专注三个维度上的得分显著低于5年以下的教师。(4)敬业对教师的生活满意、工作满意和工作绩效均有正向的影响,对离职意向有负向影响。 相似文献
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“以人为本”的中国大特殊教育新理念,要求尊重学生个性,尊重学生差异。特教教师作为这一理念的实行者,其自身的发展尤为重要。文章站在人本特教的视野下,分析了特教师资中存在的诸多问题,在此基础上提出了相应的对策。 相似文献
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在西部地区 ,特殊教育教师队伍的建设远远不能适应新形势的要求。教师的素质将成为影响西部特殊教育发展的至关重要的因素。新时期特殊教育教师基本素质包括 :师德、教学水平、科研能力、心理素质、创新精神等。提高西部特殊教育教师素质的策略有 :加强师德建设 ;促进特殊教育教师的专业成长 ;健全特殊教育教师任职资格制度 ;进修制度和晋级制度、为教师提供良好环境 ,促进教师心理健康 ;营造教育创新的良好氛围等。 相似文献
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Noel Purdy 《欧洲特需教育杂志》2013,28(3):323-330
This study considers the reasons why so few male student teachers are entering the special education sector. This comes as recent statistics reveal that the percentage of male teaching staff in special education in Northern Ireland is much lower than in England. The article first critically considers the international literature on male students’ perceptions of entering the teaching profession. The study then examines the opinions of the post‐primary student cohort at one major initial teacher education institution in Northern Ireland and contrasts male and female responses in terms of students’ confidence in their knowledge of special educational needs and their relative willingness to consider specialising in this area. The study reveals significant differences in the cohort between male and female students’ perceptions, and through individual interviews it explores further the reasons why male students are reluctant to specialise in special educational needs. 相似文献
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Yan Wang 《International Journal of Disability, Development & Education》2014,61(4):346-361
The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This article aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy-making, its history of development, and its strategies and challenges. Finally, we conclude our article with some practical recommendations to aid the future development of special teacher education. 相似文献