Research On The Identity And Professional Development Of Special Education Teachers In The Western Frontier

The identity of a special education teacher refers to the self-knowledge,meaning construction and action tendency of how individuals perceive themselves as special education teachers and how they are viewed by others after they enter the profession of special education teachers.The identity of the special education teacher can support the special education teacher’s perseverance in self and position,affect the special education teacher’s emotional investment,value judgment,and self-realization,which is of great significance to the stability and improvement of the construction of special education teachers,especially the professional development of special education teachers.The professional development of special education teachers is the decisive factor for the quality of special education and the strategy to realize the specialization of special education teachers.The government,schools,and research scholars believe that the key to solving the difficulties in the development of special education lies in the professional development of special education teachers.Therefore,this study focuses on the literature of special education teachers’ identity and professional development,and discusses the connotation,characteristics,self-construction and development models,and influencing factors of special education teachers’ identity and professional development based on constructivism and humanism paradigms,and on positivism.The paradigm surveys the special education teachers in the western frontier,explores the structural dimensions of special education teachers’identity and professional development,and compiles and revises tools to reveal the reality,differences,and relationship between the identity and professional development of special education teachers,and put forward corresponding education countermeasures and suggestions.Firstly,it studies the structural dimensions of special education teachers’ identity and professional development,and develops revision tools.Through the exploratory factor analysis and confirmatory factor analysis of the special education teachers’identity scale,the special education teachers’ professional development scale and the special education teachers’ teaching efficacy scale,the subjects in Xinjiang,Inner Mongolia,Shaanxi,Gansu,Hainan,Henan and other places adjusted and deleted the items in the questionnaire to form a formal scale,and tested the reliability and validity of the scale The index was in accordance with the statistical standard.Secondly,the identity of special education teachers can be divided into four types:no identity,pretend identity,negative identity,and positive identity.The four identities range from nothing,from false to true,from rejection to acceptance,and from negative to positive,and different types of identity have different characteristics in self-esteem,ontological security,sense of belonging,and action orientation.The identity of teachers in special education is strong,fragile and dynamic.The special education teacher identity construction is the result of the interaction of the three systems of social structure,social life,and individual self,showing the construction mechanism of "social structure→social life→individual self".Through a survey of 1591 special education teachers in the western frontier,it is found that the average value of the subjects on the full scale of identity is 3.15,which is above the middle level.There are significant differences in the level of identity of special education teachers with different monthly incomes and different work experience years.However,there are still more than half of the western frontier special education teachers whose identity is below average,and there is a certain identity crisis.The identity crisis of special education teachers in the western frontier manifests as the alienation characteristics of"externalization","involution" and "spatialization" of identity.Thirdly,special education teachers’ professional development is a combination of a series of practical activities,individual ability levels and professional spirit,which is not only a professional state,but also a positive professional attitude.The professional development of special education teachers presents the characteristics of interdisciplinarity,life practice and group collaboration.The professional development of special education teachers includes three modes:self-driven free exploration,legal marginal participation in the practice community,and organization and management of special education schools.Quantitative research found that the average value of 1591 special education teachers in the western frontier to the special education teachers in the western frontier in professional development is 3.02,which is in the middle level.The average score of the average of professional planning and reflection,professional learning and management,professional communication and collaboration,professional knowledge and skills are in turn high to low.There are significant differences in the level of professional development of special education teachers of different types,different monthly incomes,and different work experience years.The professional development status of special education teachers in the western frontier is not optimistic,and the overall development level is relatively lagging.It is subject to education such as imperfect systems,weak disciplinary foundations,inadequate higher special education systems,special education schools "not managed" lack of human capital for teachers,and the influence of other pedagogical factors.Fourthly,there are significant positive correlations between the identity and professional development of special education teachers,and the sense of teaching efficacy plays a partially intermediary role between identity and professional development,and the first half of the "identity→teaching efficacy→professional development" intermediary model is regulated by social networks.Special education teachers’ identity and professional development are intertwined.Identity orientation influences specialization,practice orientation breeds professional development,knowledge learning shapes identity and professional development,and professional development is the result of identity investment.