Research On The Dilemma And Countermeasures Of Teachers’ Professional Development After The Transformation Of County-level Special Education Schools

Special education is an important component of basic education and a window for the progress of social civilization.The development of special education has been highly valued and supported by the leaders of the Party and the State at all levels.In2017,the seven departments of the Ministry of Education issued the Second Special Education Enhancement Plan(2017-2020);In 2021,the State Council issued the 14 th Five-Year Plan for the Development and Improvement of Special Education.The introduction of special education improvement plans and development action plans has further improved the educational opportunities of children with disabilities.The second phase of the special education improvement plan of Shandong Province requires "county-level special education schools to be transformed into Peizhi schools",and county-level special education schools in the province have sought transformation and development.Faced with a huge change in the type of student population and unchanged teachers,teachers in county-level special education schools face many challenges in professional development,and it has become a real challenge to promote the professional level of teachers in county-level special education schools to high quality after transformation.Therefore,it is important to study the professional development of teachers in county-level special education schools after transformation to improve the level of teachers in special education schools and develop high-quality special education.This paper takes Z special education school in Shandong Province as the research object,and selects Z school as the research object of this paper based on various comprehensive factors such as early transformation time,building construction specifications,and standards of school section opening.The literature method was used to summarize the existing data on teachers’ professional development after the transformation of special education schools;by designing an interview outline and using the interview method to conduct stratified interviews with school administrators and front-line teachers at all levels to obtain real interview data;by using the literature analysis and the organization of interview data,the dilemmas of teachers’ professional development were carefully sorted out,and the causes behind the dilemmas were analyzed in depth,and on this basis,the We also analyzed the causes of the dilemmas and explored the countermeasures to break through the dilemmas of teachers’ professional development.This study found that the dilemmas of teachers’ professional development after the transformation of county-level special education schools were mainly: teachers’ low willingness to develop professionally;lack of attention to professional knowledge in the content of teachers’ professional development,large gap between professional competence and the development needs of Peizhi students,passive and negative professional attitudes,and single closed pathway for teachers’ professional development.Further analysis revealed that the main causes behind the dilemma were:the school’s educational philosophy had not yet been transformed,the rigidity of the incentive system and the lack of evaluation system for teachers’ professional development,the school’s lack of a platform for teachers’ professional development,and the aggravation of teachers’ burnout.In response to the analysis of the dilemmas and causes of teachers’ professional development after the transformation of Z school,the following countermeasures were proposed: accelerating the transformation of educational philosophy with the development of Peizhi students as the root,developing goals to meet the needs of Peizhi students as the root,implementing all-round education for all staff,bringing in and going out,strengthening exchange and cooperation,introducing Peizhi and rehabilitation teachers to optimize the teacher structure;strengthening humanistic care to improve teachers’ motivation for development: the school builds a practical platform for professional development and promotes the idea of lifelong learning to improve professional identity.