The Study of Current Situation and Strategies on Professional Development of Preschool Special Education Teachers in Shanghai
|School||East China Normal University|
|Keywords||Pre-school special education teacher Professional development Countermeasure|
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 .