The Study On The Professional Level Of Teachers Without Special Education Background In Shanghai

As the goal of teacher education, teacher professionalization is the inevitable trend in the development of modern special education. In recent years, there have been many studies about teacher professionalization of special education at home and abroad, mainly concentrated on the preschool teachers and P.E teachers in special schools. But researches aimed at teachers without special education background is rather limited. In China, whether in the past or in the future, teachers without special education background are still primary sources and main force of the group of special teachers. Their professional level not only directly influences special children's development of both body and mind, but also is an important factor which influences the quality and the development speed of special education in our country. Therefore, conducting research aimed at those teachers is one of the most vital fields in special teacher professionalization.In view of the research situations, this study adopted questionnaire and interviewing to know the difference of professionalization level of teachers without special education background between pre-training and post-training in special education schools in ShangHai. It proposed some influencing factors to special education teachers'professionalization. Finally it proposed achievable strategies which is helpful to promote teachers' professionalization and theoretical model of teacher training.Firstly, this paper systematically states related concepts such as teacher professionalization and so on. Then it summarizes situations of study about teacher professionalization at home and abroad and proposes the frame of this study. Secondly, investigations were made to get information about teachers without special education background, and then, on the basis of results of investigation, interviews were conducted with educational experts, school administrators and experienced teachers. By deeply analyzing problems of special teacher professionalization, the paper comes to the following conclusion:(I)Age structure, academic title and education background of teachers without special education background are relatively reasonable, but sex ratios are disproportional;(2)The general standard of teachers without special education background is ordinary and professional knowledge and the skills are comparatively poor. Especially, knowledge and the skills about rehabilitative training, diagnosis, intervention and assessment are highly deficient, which is still wide apart modern special education;(3) Professionalization of teachers without special education background is affected by many factors including professional development needs, study ability, reflective competence, professional training;(4)Post training plays significant roles in teachers'professional development. Teachers broadly accept that the level of professionalization has remarkably improved and sense of achievement has appreciably increased after a period of training.Thus, post training is effective to improve the level of special teacher professionalization.(5)Post training system is indeed imperfect and can't completely satisfy special education teachers' needs.At last, according to outcomes of questionnaire and classification of interview, the paper proposes a countermeasure and work out a professional standard framework and training solutions aimed at children with special needs and teachers'professional development needs. Professional standard framework contains professional morality, professional skills and related knowledge background. And professional skills and knowledge background are constructed by five major dimensions:laws and rules of special education, philosophical and legal basis of special education,characteristics and diagnosis and evaluation of children with special needs, teaching activities, cooperation and exchange.According to outcomes of questionnaire and classification of interview, this study tries to avoid other training problems and formulate plan of post training. The plan involves the following parts:(1)Content for training. Training courses stick closely to requisite professional knowledge and skills in the professional standard framework.(2)Training method. It combines concentrated training with rotational training, theory teaching and experts demonstrating with analysis of cases.(3)Assessment. At the end of the training, teachers need to take part in unified written examination, oral examination and practice.(4)Correlative issues related training. In order to guarantee the quality of training, training system should connect with leaders of the school, so as to present timely feedback.And they should track teachers who take part in the training to ensure the quality of the training and improve the training system,and also to help teachers solve problems in the teaching,...