Research On The Professional Learning Of Preschool Special Education Teachers

With the advancement of global education reform,teacher professional learning has become an important topic in teacher education research.The professional learning of preschool special education teachers is related to the rehabilitation training of special children and the justice of education.However,the professional learning of preschool special education teachers has been overshadowed by the research on the professional development of preschool teachers.Therefore,it is of great practical significance to pay attention to the professional learning of preschool special education teachers and make efforts to explore the general rules in their professional learning.This study takes X kindergarten in Xiamen as a casem,10 teachers as the research object,based on the grounded theory,using qualitative research,collecting data through interviews,observation,and coding analysis,in order to describe the whole process of the preschool special education teachers' professional learning.The research shows that the learning motivation of preschool special education teachers comes from three aspects:benevolence is the logical starting point of teachers'professional learning,problem solving is the realistic driving force of teachers'professional learning,and self-realization is the internal driving force of teachers'professional learning.The professional learning of preschool special education teachers is mainly about general knowledge and professional knowledge.The study of general knowledge presents the characteristics of "extensive and scattered",while the study of professional knowledge highlights the characteristics of "complex and broad".Teachers in X kindergarten participated in three different levels of teacher professional learning activities.At the individual level,teachers grow and change towards a more professional direction through the training of open class,reflection in action and accumulation in scientific research.At the kindergarten level,it is mainly guided by the value of the director,the theoretical guidance of the experts,the support of the garden teaching and research,and the learning community.In the region,teachers of preschool special education can jointly promote the improvement of their integrated literacy through holding lectures and working with the general public and children,so as to realize the common growth of individuals and organizations.The effectiveness of preschool special education teachers' professional learning is reflected in their firm educational mission,strong professional identity and excellent ability to solve problems.At the same time,special children began to accept kindergarten,prosocial behavior increase.Four conclusions are drawn from the research,that is:the professional learning of preschool special education teachers is mainly based on internal motivation;Professional learning of preschool special education teachers highlights problem orientation;The professional learning of preschool special education teachers is the process of individual's continuous reflection and practice and the process of individual's continuous interaction with the environment.The growth of preschool special education teachers and the change of special children promote each other.Finally,in order to promote the professional learning of preschool special education teachers,teachers themselves should have the courage to practice and reflect critically in practice.Kindergartens should actively carry out professional learning of teachers based on solving educational problems and create a supportive learning environment.