Dissertation
Dissertation > Culture, science,education, sports > Education > Special education > Special education theory

The Study of Current Situation and Strategies on Professional Development of Preschool Special Education Teachers in Shanghai

Author LiuLin
Tutor ZhangFuJuan
School East China Normal University
Course Special Education
Keywords Pre-school special education teacher Professional development Countermeasure
CLC G760
Type Master's thesis
Year 2009
Downloads 629
Quotes 4
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Preschool special education is a basic link in the special education system , its quality directly affects the development of children with special needs individuals . The most direct impact factor is the level of quality of pre-school special education preschool special education teacher professional development level . Preschool special education teacher professional development is important because children with special needs individual capacity development and improved quality of life . The study through questionnaires and interviews about professional development status of pre-school special education teacher in Shanghai , analyze the situation and find ways to solve these problems and countermeasures . The study used questionnaires and interviews . First, 72 of the 16 districts of Shanghai preschool special education full-time teachers to survey and analyze the results. Interviews followed by special education experts , the county special education teaching and research staff and senior teachers , in order to find countermeasures for problems to resolve the current situation . The survey results show that professional development status of pre-school special education teacher in Shanghai the following problems : (1) pre-school special education teacher professional background is complex , the majority of which pre-school professional background , minority special education teacher professional background , a wide range of other professional background included . (2 ) the lack of pre-school special education teachers to master the professional knowledge and skills . (3) pre-school special education teachers ' professional autonomy is limited in scope. ( 4 ) special education teachers in the pre-school special education teaching experience to their professional development level was significantly positively correlated . (5) pre-school special education teacher training system is imperfect . Comprehensive analysis on the results of questionnaires and interviews Shanghai preschool special education teacher professional development status this study, starting from the perspective of policies and regulations, teachers , social problems , propose appropriate countermeasures period as a follow-up study conducted to provide a reference .

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