Research On The Professional Development Path Of Special Physical Education Teachers In Jiangsu Province

With the launch of the third special education promotion plan(2021-2025),the development of special education has entered a new stage.The high professional level of special physical education teachers is not only the internal driving force of special physical education,but also an essential part of the all-round development of special education.The research takes 82 special physical education teachers from 36 special schools in Jiangsu Province as the research object,and makes research and analysis by using the methods of questionnaire,interview and mathematical statistics.The results show that:(1)the proportion of full-time teachers in the teaching team of special physical education in Jiangsu Province is seriously insufficient,and there are some problems,such as the instability of the teaching team,high mobility,professional mismatch and so on.Teachers are young and highly educated,but they lack experienced old teachers.(2)Teachers have high motivation to receive training and rich training resources,but the training form,training content,assessment and evaluation are relatively single and lack of new ideas.Teachers are more inclined to participate in professional skills training,with the strongest willingness to participate in skills training related to sports rehabilitation.At the same time,teachers have great potential for scientific research.(3)Teachers’ professional knowledge level is low,the development of professional skills is uneven,and their professional attitude is well developed.There is no significant difference in the professional level of teachers with different gender,professional background and training times.There are significant differences in the professional level of teachers in different regions,and there are very significant differences in the professional level of teachers with different teaching ages.The following development paths are obtained:(1)pre employment: condense professional training objectives and strengthen targeted training;(2)induction:standardize the induction training system and improve training efficiency;(3)post employment: establish a triple professional development model within the school,between schools and within the province.