Research On Interdisciplinary Learning Of Special Education Teachers Based On Community Of Practice

Special education is an important symbol to measure the social civilization of a country or region and an important embodiment of educational equity,and special education teachers are direct practitioners.The latest edition of "Professional Standards for Special Education Teachers(Trial)" issued by the Ministry of Education shows that the traditional single-subject teachers have not adapted to the requirements of the new era,and "interdisciplinary and multi-field compound teachers" are the development direction of special education teachers,and the diversity and leap-forward of teachers’ professional quality cannot be separated from teachers’ interdisciplinary learning.Therefore,this paper mainly discusses three issues: first,what is the interdisciplinary learning of special education teachers in theory and what support the community of practice can provide for it;Secondly,the patterns and problems of interdisciplinary learning of special education teachers in reality;Thirdly,what is the influence mechanism of community of practice on teachers’ interdisciplinary learning in specific situations? In view of the above problems,this paper is divided into three parts to explore.The first part is the theoretical research on interdisciplinary learning of special education teachers.Firstly,this part clarifies the meaning,significance,influencing factors and analytical framework of interdisciplinary learning for special education teachers at the theoretical level;Secondly,it analyzes the internal relationship between the community of practice and interdisciplinary learning,that is,the community of practice provides suitable conditions for teachers to transform their interdisciplinary learning types into extended learning,and the theory of extended learning provides an analytical framework for analyzing the mechanism of interdisciplinary learning activities;Finally,the theoretical mechanism of promoting teachers’ interdisciplinary learning by community of practice is constructed.The second part is an empirical study of interdisciplinary learning of special education teachers.In this part,14 representative front-line special education teachers are interviewed and investigated,and the data are analyzed with reference to the three-level coding.On the one hand,the analytical framework of interdisciplinary learning of special education teachers is verified,on the other hand,the current situation of interdisciplinary learning of teachers is analyzed.The survey results show that: firstly,the theoretical analysis framework constructed in this paper conforms to the actual situation of interdisciplinary learning of special education teachers and is scientific and reasonable.Secondly,the present situation of teachers’ interdisciplinary learning can be divided into three categories: "I don’t know and don’t cross","I know but don’t cross" and "I know and cross",which are related to the teaching environment,the nature of the school,the leadership atmosphere and my own teaching concept and learning consciousness.Thirdly,teachers’ interdisciplinary learning faces many difficulties,which are manifested in the gap between what should be and what is,the diverse sources of motivation but insufficient persistence,and the lack of systematicness and effectiveness of approaches.Fourthly,teachers’ interdisciplinary learning based on the community of practice still has some problems,such as the lack of depth in crossing disciplinary boundaries,the lack of security in solving comprehensive problems,and the lack of guidance in generating interdisciplinary understanding.The third part is a case study of interdisciplinary learning in the community of practice.This part selects a special education school(M school)with a relatively complete interdisciplinary practice community of teachers as a research case,and analyzes teachers’ interdisciplinary learning performance in three types of practice communities:interdisciplinary teaching and research group,project research group and mentoring.It is found that the three elements of the community of practice support teachers’ interdisciplinary learning through intermediary factors,which are embodied in mutual correlation,promoting teachers to cross disciplinary boundaries through consultation,leading teachers to generate interdisciplinary understanding through common cause and sharing resources to support teachers to solve comprehensive problems through knowledge sharing.In the conclusion and suggestion part,this paper summarizes the above research results as a whole,and then puts forward some suggestions to promote teachers’ interdisciplinary learning from the construction level of community of practice.Specifically,it includes: first,establish the common cause of teachers’ interdisciplinary professional development on the basis of dialogue and consultation,and lead teachers from different disciplines to work together and work together.Secondly,the interrelationships in the community of practice should attach importance to diversity and heterogeneity,and make teachers from different disciplines learn from each other and exchange information by jointly solving real interdisciplinary problems in the educational situation.Finally,by constantly sorting out,organizing and utilizing resources,the collection of resources is constantly updated to ensure that teachers get the learning resources necessary for interdisciplinary development.