Research On The Career Adaptation Of Female Transfer Teachers In Rural Special Education Schools

The special education has made great progress especially in rural areas of China in the background of the introduction of the special education three-year promotion plan(2014-2016)(hereinafter referred to as the "promotion plan")and the implementation of provinces and cities in the past two years.A special education school is set up in countries which are with population of more than 300,000.It not only assumes the educational work of disabled children,but also acts as a resource center to help those special students learning in regular schools and those disabled children staying at home.What's more,it promotes the rising of the disabled children's enrollment rate and the improvement of the special education's quality in rural areas.It is of great practical significance to protect the educational right of the disabled and realize educational fairness and promote educational fairness.In rural areas,special education schools will face the teacher shortage problem while ordinary primary and secondary schools have a large number of surplus teachers in the context of layout adjustment.Meanwhile,based on realistic conditions and policies,more and more teachers from the ordinary schools transfer into the special schools to solve the problem.When they move towards the new job,those transferred teachers with ordinary primary and secondary education experience whether can adapt to the work of special schools or not,their professional development will be influenced directly.Therefore,it is a question worth exploring.However,the research on the rural special education teachers is limited,and the research on the special education transferred teachers in rural areas has not been involved.Therefore,this research try to explore the profession career of female transferred teachers in rural special education schools in the perspective of teachers' life history by qualitative study.Based on the purposive sample,seven female transferred teachers of rural special education schools were selected as the research objects.This research uses the life history of qualitative study,collects data by the interviewing method and observational method,aims to show the real life and influencing factors of rural transferred teachers adapting to the special education schools.The following conclusions can be drawn:The process of vocational adaptation of female transferred teachers in rural special education schools can be divided into three stages.In the first stage,teachers have just turned into special schools,because the work objects,work content and work style are completely different from ordinary schools,it is difficult for them to accept in a period of time;the second stage,teachers begin to make adjustments and changes,become more peaceful to deal with the work,pay more attention to the differences and needs of the special students and make a progress in practice;the third stage describes the professional development after the teachers get familiar to the work,based on the professional philosophy teachers held by,the mastery of expertise and practical expertise to analysis the problems.The influencing factors of occupational adaptation of female teachers in rural special education schools mainly include two factors:internal personal factor and external environmental factors The internal personal level is influenced by teachers'motivation,self-characteristics and general education experience.The external environment level is influenced by school management,family support and social acceptance.In the end of this research,it summarizes the career adaptability of seven rural special education female transferred teachers and presents the limitation of this study.