The Narrative Research On The Professional Development Of Transferred Teachers In Self-contained Classes

The self-contained classes established in ordinary schools play an important role of the special education placement system,which help to solve the problem of special students’ nearby enrollment and further promote integrated education.In China,selfcontained classes have a history of more than 40 years,of which the last 20 years were in the period of decline,and only in recent years have reacquired recognitions.It is inevitable to face the problem of teacher allocation when setting up self-contained classes.In the reality of the shortage of special education teachers,it is usually the first choice to transfer teachers from ordinary classes to self-contained classes.Therefore,it is the realistic need and objective existence of transferred teachers in self-contained classes.Compared with special education teachers in special schools,the work of selfcontained classes teachers in ordinary schools is more complex and unique,but few studies pay attention to the professional development of transferred teachers in selfcontained classes.In this research,three excellent transferred teachers in self-contained classes were selected as the research objects based on purposive sample.This research adopts narrative research method and collects data through interviews and object analysis,so as to truly present the mental course of transferred teachers’ professional development in self-contained classes,reveal the main characteristics of each stage,grasp critical incidents of their professional development,and then discuss on influence factors.Based on the theory of the Stages of Teacher Professional Development,this study retrospects the mental course of the professional development of transferred teachers in self-contained classes and analyzes their stage characteristics,and finally divides their professional development into four stages: transfer decision-making period,entry adaptation period,ability reconstruction period and achievement differentiation period.Each stage presents corresponding survival and growth themes to the three teachers,and they finally show different stage characteristics and development trends.Based on Social Ecosystems Theory,this study explores the factors affecting the professional development from micro,meso and macro levels in a comprehensive and detailed way.At the micro level,it is influenced by teachers’ professional identity,educational belief and reflective consciousness.At the meso level,it is influenced by the special education resource center,school organizational culture and parent-teacher force.At the macro level,it is influenced by the connotation development period of sepecial education and the decline period of self-contained classes.Results imply that teachers should care for students with special educational needs,firm educational faith,keep learning enthusiasm,and seek external support;ordinary schools should standardize management system of self-contained classes,create the opportunities of integrated education,and give sufficient administrative support;government should strengthen public opinion publicity and effectively carry out teacher training.