A Study On The Motivation Of Professional Development Of Inclusive Education Teachers

Learning in regular class is the practical product of the combination of the western inclusive education model and the actual situation in China.With the in-depth development of China’s inclusive education,the quality has become a "bureau" that has to be broken in the development stage of China’s inclusive education.As the implementer of the inclusive education,inclusive education teacher is the key to the improvement of the quality of the inclusive education in China.This research will be based on the theory of Lewin field theory,in order to build inclusive education teachers’ professional development impetus system,thinks the inclusive education teacher professional development impetus system by the individual psychological field(P)and environmental field(E),individual psychological field including teacher identity and professional development motivation,environment field mainly refers to the school field and social field.From the perspective of holistic motivation,the research organically unifies the teacher’s psychological field and the teacher’s external environment,and explores the current situation of the motivation of inclusive education teacher professional development.At the same time,it highlights the psychological orientation of the motivation of teacher professional development,and emphasizes the dominant position of teacher professional development in the process of inclusive education reform.Questionnaire and interview outline were prepared by using the impetus system of teacher professional development as the framework.Questionnaires are used to understand the status quo and relevance of inclusive education teachers’ internal and external motivations,and interviews are used to supplement the questionnaire data,so as to have a deep understanding of the status quo of inclusive education teachers’professional development,to describe teachers’ inner feelings and emotional process in detail,and to listen to inclusive education teachers’ voices.Combined with data analysis and interview data,the research results are as follows:(1)The overall level of professional development motivation of inclusive education teachers is not high.(2)Teachers’ background factors have significant differences in identity and professional development motivation.(3)There is a significant correlation between internal motivation and external field.School field has a positive effect on the identity and professional development motivation of inclusive education teachers.(4)The external field of the professional development of the inclusive education teachers is heavily hindered,including the field of the school and the field of the society.The field of the school includes the insufficient support,complex affairs and low standards;The resistance in the social field includes high pressure from parents of ordinary students and low expectation from parents of special students.(5)In the internal field of teacher professional development,the identity of inclusive teachers is insufficient,and sympathy and responsibility are the main driving forces with helplessness.Teachers in regular classes have not yet established the main significance of the inclusive education reform,and have not yet completed the transformation of their status.They are only forced to engage in the practice of inclusive education under the promotion of external policies.They feel helpless and have to accept special students into the class.However,the teachers lacked school support in this teaching process,and reluctantly used sympathy and responsibility as the main motivation.(6)The internal field and the external field interact,the balance is not broken,and it is difficult for teachers to develop independently.Teachers’ external field motivation is insufficient.The external field affects the reconstruction of teachers’internal field identity and professional development motivation.Teachers’ internal responsibilities and sympathy alone cannot achieve long-lasting endogenous force under heavy resistance.Teachers,professional development hard to be autonomous.According to the above research findings,the following improvement measures are proposed:(1)Improve the cultivation of professional identity and construct the subject self of professional development;(2)Strengthen the external field driving force to create a good environment for professional development;(3)Integrate internal and external field dynamics to generate internal motivation for professional development.