An Interpretation Of The Professional Experience Of Teachers Of School Resources In Regular Classes

With the need for the integration of education.Resource classroom is the main way to achieve inclusive education in regular schools.Resource teacher is the soul of resource classroom operation and is related to achieving the effect of inclusive education.However,the development of resource teachers is facing many problems at the present stage.This study attempts to annotate the real professional experience of resource teachers in regular classes.In order to reveal the essence of career experience and the predicament faced by teachers.In this study,a qualitative study was used and a semi structured interview was used to select five front-line resource teachers in Dalian area of Liaoning province.Resource teachers experience four aspects respectively.Theme one: interaction experience between resource teachers and children in regular classesPrior to this,the resources teachers in these ordinary schools have not known this group of "different" children,resource teachers from the first "suddenly appointed" to the face of various kinds of pressure to assume various responsibilities,in the process of their interaction with the special students in the process of experiencing a variety of mood ups and downs,has been helpless,anxious,There are all kinds of tastes,such as sadness,torment,confusion,and so on.They even give up,and all kinds of tastes and feelings are mixed up,but eventually they still adapt themselves to the persistence.Theme two: teaching experience of resource teachersEducation is not easy and easy to do all the time,especially for the education of special children.Resource teachers,in the intervention of the emotional and behavioral problems of special children,even try all kinds of educational experience they can think of to deal with the problem of special children,but the results are still very little.There is also tremendous pressure on children's disappointment.However,with the understanding of the emotional behavior of the children,they began to adjust their mind and expectation,reflect on the intervention,adapt to and see the hope.Theme three: the interactive experience of resource teachers and parentsHowever,it does not mean that resource teachers will gradually give up these special children,but that resource teachers are constantly communicating with each other,trying to gain more benefits for special children in order to seek for a variety of special children to be better.However,this kind of behavior can not be understood by the parents of some special children.Theme four: the changing role of resource teachersIn addition to managing all the work of the resource classroom,the teachers should be busy with normal teaching tasks,not only to worry about the special children,but also to worry about the achievements of the ordinary children.Blindly doing in groping,it can be said that most of the time is devoted to the children,and this experience also bears tremendous pressure and bitterness.Based on the above research results,this study reveals the nature of the professional experience of resource teachers from the perspective of role cognition: the transformation of passive role ownership to active role identity,the change of decision awareness based on emotional will domination to problem-solving,and self career development to pay attention to students A change in development as a purpose.The essential characteristic of its transformation process is the process of positive and negative experiences,which is the process of love and responsibility.At the end of this study,in view of the real professional experience of resource teachers,this paper discusses the five predicament factors of resource teachers themselves,ordinary teachers,schools,educational administration organs and parents,and puts forward the corresponding optimization countermeasures for the professional development of resource teachers.