Case Studies On The Professional Identity Of Special Education Teachers In A Self-Contained Classroom

With the development of special education,research on special education teachers has become a hot issue in the field of special education.Special education teachers are mainly divided into teachers in special schools,resource teachers and itinerant teachers in regular schools and teachers in self-contained classrooms.However,compared to the first three,the research on special education teachers in self-contained classrooms in China is obviously insufficient.Although the number of special education teachers in self-contained classrooms is small,they also play an indispensable and pivotal role.They undertake the education and teaching tasks of“small special schools”.They face more confusion than teachers who work in special schools,such as teaching work,interpersonal relationship,and school culture.How do they view their profession in this environment? What factors influence their professional identity? It is worthwhile for the researchers to explore and think.In order to provide some useful inspiration for special education teachers in self-contained classrooms,the researcher uses qualitative research methods to explore the status of the professional identity of special education teachers in a self-contained classroom,and then analyzes the factors affecting their professional identity.In this study,three special education teachers in a self-contained classroom from Y school were selected as research objects.Interview and object analysis were used to explore the status of professional identity of special education teachers in a self-contained classroom and its influencing factors from four aspects: professional emotion,professional knowledge,job involvement and specialized environment.The analysis shows that the status of professional identity of special education teachers in a self-contained classroom from Y school includes the following points:First,professional emotion is staged;Second,there is a big difference in professional knowledge between pre-service and post-employment;Third,the transferred teachers and the professional teachers have a contrast in their job involvement;Fourth,the“hard environment” is more perfect,and the “soft environment” needs to be improved.In addition,the factors affecting the professional identity of special education teachersin a self-contained classroom mainly include individual teachers,special children and their parents,professional environment and society.Through the research on the professional identity of special education teachers in a self-contained classroom from Y school,the following enlightenment can be used for reference.At the school level: First,provide pre-service professional training to enhance teaching skills;Second,set up support activities to familiarize themselves with newcomers;Third,provide opportunities for cooperation between common teachers and special education teachers in self-contained classrooms to create a comprehensive school atmosphere;Fourth,promote the professional development of special education teachers in self-contained classrooms and give administrative resources support.At the individual level of special education teachers in self-contained classrooms: First,accept and care for special children,and adhere to the work ideas of being responsible for special children;Second,actively participate in work and adjust the mentality of work;Third,actively learn professional knowledge,and update the concept of education and teaching;Fourth,seek additional resources to support and expand professional interpersonal circles;Fifth,pay attention to the special education dynamics and pursue professional rising space.