A Narrative Study Of The Professional Growth Of Special Education Teachers Based On Personal Life History

Special education teachers are the key to the development of special education,and their professional development is even more important.However,the research object of special education teachers'professional development in China is mostly confined to teachers in special education schools.Special education teachers in rehabilitation institutions are also an important part of special education teachers.Their professional development is also worthy of attention.Their environment,teaching form and school teachers are also concerned.If there are some differences,then whether there are obvious stages in the course of professional development,how about the specific development,and what are the key persons and events in each stage.Based on the analysis and summary of the existing literature,this paper puts forward the purpose and specific problems of the study,and sets the indicators for the development of special education teachers in the scope of this study as professional knowledge,professional competence and professional sentiment.Relying on the method of narrating personal life history through education,this study explores the implications behind the growth of special education teachers in selected cooperative rehabilitation institutions,and according to the specialty of teachers.The"concern"stage theory of industry development theory provides theoretical support,and combines with the theory of social ecosystem to analyze the influencing factors of each stage,and finally draws conclusions and puts forward suggestions.The specific research process is to use the purpose sampling method to invite a special education teacher W who has worked for seven years in the public rehabilitation institution A Hospital of the Disabled Persons'Federation as a participant in the research,to show the cooperative teacher W's classroom record of teaching in the rehabilitation institution A hospital,to show his daily teaching status,narrate family background,career reasons,school experience,internship experience,job choice and heavy weight.The point shows the process of professional growth in hospital A,which is different from that in university.At the same time,W teacher's observation,interviews with his colleagues and students'parents are template-coded.Combining with physical data such as training papers,practice notes and work notes,it is found that the process of professional growth really accords with the theory of "attention" stage,and the interview data coding is used to analyze each stage.The change of teachers'professional knowledge,professional ability and professional sentiment.According to the theory of social ecosystem,the factors affecting the professional development of W teachers are as follows:macro facilitation of national policies and poor development of special education;medium facilitation of learning workplace and support of family environment;micro factors include personality characteristics and key events and characters.Finally,it draws the conclusion that the professional development of special education teachers is closely related to their personal experience and social situation of experience;the knowledge,ability and affection in different stages of professional development are not necessarily balanced;public institutions have advantages and disadvantages for the professional development of special education teachers,so teachers' self-learning ability and professional friendship are very important;the characteristics of rehabilitation institutions emphasize teachers'more self-learning.Reflect.Based on the conclusions and the influencing factors,several suggestions are put forward to promote the development of special education teachers in institutions:at the macro-national level,the establishment system of special education teachers in rehabilitation institutions should be introduced,public training funds for special education teachers should be increased,the standard teacher-student ratio in public institutions should be promoted at the meso-institutional level,competition and incentive mechanisms should be increased,teaching and research should be combined,and the academic level of front-line teachers should be increased.In the cultivation of ability,micro-teachers should have professional sensitivity,be good at finding ways to learn actively,be good at reflection,set up ideal and belief,and maintain emotional input.