Research On The Structure And Characteristics Of Special Education Teachers’ Professional Self

Teachers’professional self is an important aspect to improve teachers’professional quality. For a long time, the studies of teachers’professional self are mainly limited to the teachers in ordinary school of basic education. We believe that special education teachers teach special students, they not only need the knowledge and skills of general education, but also they need the knowledge and skills of special education teaching. In order to be better qualified for special education teaching, it is essential that the special education teachers have a correct perception of their professional self and a rational self-evaluation. Therefore, special education teachers’professional self is necessary. This study used questionnaires and interviews to explore the structure and characteristics of the special education teacher’s professional self, find the problem and propose countermeasures, providing a reference for training special education teachers. Accordingly, it improves their professional quality, and promotes their professional development.Through the study, we found some conclusions as follow:I The self-edited Special Education Teachers’Professional Self Scale has good reliability and validity, and it can be used as a tool of this study.II Generally, special education teachers’professional self in the middle level. The order of dimensions of their professional self-average score is:Behavior of professional self, professional self-regulation, professional self-awareness and professional self-experience.III There is no significant differences in professional self between different gender, the professional self-behavior of male teachers is significantly higher than female teachers’.IV Various positions of special education teachers in professional self-have no significant difference, the score of leaders of is significantly higher than the class teacher and grade leader in the behavior of the professional self.V The professional self-perception of teaching experience for more than16years was significantly higher than five years, and the professional self-behavior of teaching experience for more than16years was significantly higher than the seniority of5-15years.VI With junior and senior teachers of professional self is significantly higher than the intermediate grade teachers. Senior teachers are significantly higher than the intermediate grade teachers in the professional self-perception. Junior titles in teachers’professional self-experience are significantly higher than the intermediate and senior teachers. Junior teachers in the professional self-regulation are significantly higher than the intermediate grade teachers. Professional self-behavior of the senior teachers are significantly higher than the intermediate and junior teachers.Ⅶ There is no significant difference between different academic and professional background special education teachers in professional self and all dimensions.Ⅷ The difference is significant between special education teachers in different working areas on the professional self and all dimensions, the eastern part of special education teachers’scores are higher than the western region of teachers’.Ⅸ Special education teachers in different teaching types have a significant difference in professional self-experience. The teachers engaged in education with intellectual disabilities are significantly higher than the special education teachers who engage in deaf education.According to the research results, the research put forward the following countermeasures:(1) concern for the special education teacher’s professional self, improve the level of professional self.(2) establish a good social support system, strengthen the education and training of female teachers.(3) improve school incentive mechanism, strengthen the special education teachers’ professional self-experience.