共查询到18条相似文献，搜索用时 578 毫秒
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文章采用自编问卷对福建省93名普通班曾经从事过或正从事特殊学生随班就读的教育教学的教师对随班就读的接纳态度、教育教学态度以及对不同类型的特殊学生的接纳程度进行了调查。结果表明,大部分普通班教师对随班就读认识不深,态度更倾向于消极。普通班教师从观念上都能认同特殊学生的基本权利,但在具体的教育教学的实质性工作方面还存在疑虑。结果还表明,有效的特殊教育相关知识和技能的培训在普通班教师对特殊学生随班就读的接纳态度方面有着积极的促进作用。 相似文献
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盲校/盲聋哑学校教师随班就读的态度研究 总被引：7，自引：6，他引：1
为了解盲校、盲聋哑学校教师对随班就读的态度,本研究对盲校、盲聋哑学校教师对随班就读的态度调查结果进行了分析。结果表明,从总体上讲,教师对残疾儿童随班就读的态度是积极的,但也存在一定程度的不够理解或偏见,甚至存在对残疾人拒绝、隔离的倾向。参加培训与否、是否受过良好的教育等都是影响教师对随班就读的态度的重要因素。教师所教科目、任教年级与他们的态度关系不大。教师的性别、年龄、职务、职称等对个别分测验结果也有一定的影响 相似文献
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培智学校教师对残疾儿童随班就读的态度研究 总被引：3，自引：3，他引：0
本研究对培智学校教师随班就读的态度调查结果进行了分析.结果表明,从总体上讲,教师对残疾儿童随班就读的态度是积极的,但存在一定程度的不够理解或偏见,甚至有拒绝、隔离的倾向.不同的年龄阶段存在着差异性,总体上而言,40岁以下的年龄组,更倾向于支持随班就读.不同职称的教师态度在个别分测验的结果上也存在差异.学历、性别、参加培训与否与他们的态度关系不大. 相似文献
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本研究采用自编的《安徽省义务教育阶段随班就读学校教师的特殊教育素养调查问卷》作为研究工具,对安徽省5市400名义务教育阶段的随班就读学校教师的特殊教育素养状况进行调查。调查结果显示,安徽省义务教育阶段随班就读教师中接受过专门特殊教育培训和训练的特殊教师不足1%。随班就读教师对随班就读政策的认识不足,态度模糊。认同随班就读政策的教师仅有约75%。25%的教师甚至认为应该减少直至取消这项政策。随班就读学校教师特殊教育知识与技能状况较差,水平较低,超过50%的教师不了解特殊儿童教育与心理的相关知识。随班就读学校教师对特殊教育的学习与相关进修较少,超过50%的教师没有参加过任何形式的培训与训练。 相似文献
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李秀 《泉州师范学院学报》2012,30(5):128-133
高等师范院校在校师范大学生,作为未来教师主体,对随班就读特殊儿童的接纳态度是影响随班就读成效的一个重要因素。通过问卷调查,对泉州地区普通高等师范院校各专业在校师范大学生接纳特殊儿童随班就读的态度进行研究,结果表明：总体上,在校师范大学生对特殊儿童随班就读的态度较积极、正面,但局限在特殊儿童上;不少师范大学生对随班就读缺乏深入认识,态度更倾向于消极;随班就读相关课程的学习对接纳态度没有显著影响。通过访谈,重点探讨泉州师范学院教育科学学院在非特殊教育师范专业开设特殊教育课程的成效与不足。 相似文献
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普通小学教师对随班就读的态度、教学策略与所需支持的研究 总被引：1，自引：1，他引：1
从厦门市思明区普通小学中随机抽取11所学校,对班上有随班就读学生的教师共70人进行问卷调查与访谈。结果表明,教师对随班就读的态度总体上是正向与积极的,但这种正向与积极的态度尚处于形成过程的初级阶段。绝大部分教师面对随班就读教学,都能主动选用策略,协助特殊学生学习,但他们更多选用的是使用容易、方便、偏重情意层面的教学策略,而对那些既费时又需要专门技巧的教学策略,教师用得少。教师需求的服务支持包括创造教师参加专业知识培训机会、提供校内专业支持与管理、增加经费投入和减轻教师工作量。 相似文献
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上海市随班就读教师现状调查 总被引：2，自引：1，他引：1
采用自编"随班就读教师现状调查问卷"对上海市410名随班就读教师对随班就读的认识、对随班就读学生的接纳态度,以及教师的工作现状进行了调查.调查显示:上海市随班就读教师的教龄、学历分布合理;教师们对随班就读有理性上的认同,对特殊学生总体接纳态度较好;教师们对特殊教育专业培训意愿较强.调查还表明,目前上海市接受过特殊教育专业培训的随班就读教师比例偏低;教师们更倾向于接纳智力残疾、肢体残疾和学习障碍的学生,而对脑瘫、情绪和行为障碍等学生的接纳度较低;教师对特殊儿童的教育需求和学习特点不够了解,对特殊学生开展的课堂教学与课外指导存在困难. 相似文献
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《宁波教育学院学报》2019,(4)
为了解普通高等师范院校学前师范生对特殊儿童随班就读的态度,采用问卷法对学前教育专业大一、大二、大三的学生进行了调查。调查发现:总体上,学前师范生对特殊儿童随班就读持积极乐观的态度,但他们缺乏从事随班就读的专业知识和技能;对特殊儿童的安置方式上更倾向与普通学校特教班。基与所调查学校的实际情况,提出通过调整学前师范生的培养目标、加强课程设置、增加实践课程等措施,培养学前专业师范生对特殊儿童随班就读的教育能力。 相似文献
11.
Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
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Research evidence, and the direct experience of many practitioners, suggest that teaching is a stressful profession. However, a number of factors, including, for example, the age group taught, the number of pupils in the class, the hours worked and the type of school, may mediate the types and degree of stress experienced. In this article, Michelle Williams, who carried out this study as part of her degree in psychology at the University of East London and who is not a teacher, and Professor Irvine Gersch, course director of the MSc course in educational psychology at the University of East London, describe work undertaken to compare whether teaching in a mainstream or special school is perceived as more stressful and whether there are different stresses in both types of school.
The authors designed a questionnaire to measure teacher stress and collected data from 41 teachers in three mainstream and two special schools. Their results reveal no significant difference in the overall level of stress experienced between mainstream and special school teachers, but five factors do emerge indicating that different types of stress are experienced in the different school settings studied. 相似文献
The authors designed a questionnaire to measure teacher stress and collected data from 41 teachers in three mainstream and two special schools. Their results reveal no significant difference in the overall level of stress experienced between mainstream and special school teachers, but five factors do emerge indicating that different types of stress are experienced in the different school settings studied. 相似文献
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特殊学校教师教学效能感特点及与职业枯竭的关系 总被引：2，自引：1，他引：2
采用问卷法对三所特殊学校184名教师的研究表明:三所特殊学校教师教学效能感各不相同;特殊学校教师教学效能感在性别、学历、教龄、每周授课数量、任教科目方面存在显著差异;特殊学校教师教学效能感能够显著预测职业枯竭。 相似文献
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The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers’ attitude toward inclusion is particularly important. The present paper seeks to understand why general teachers exhibit less favourable attitude toward inclusion than special education teachers. We argue that general teachers’ low sense of efficacy can act as a mediator. To investigate this hypothesis, general and special education teachers were asked to report their attitude and efficacy. Results confirm that general teachers have less positive attitude toward inclusion than special education teachers. In addition, a mediational analysis confirmed that this discrepancy is partly sustained by general teachers’ lower sense of efficacy. Limits as well as future perspective are discussed. 相似文献
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A model of factors was developed in order to examine variables that might be associated with the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children. Using multiple linear regression analyses, the following variables were found to be significant predictors of a positive attitude toward mainstreaming: team-teaching, years of teaching experience (negative correlation), course in diagnosing learning and behavior problems, availability of resource teacher, previous special education teaching experience, number of courses taken in special education, number of students in classroom (25–27), and inservice program experience related to exceptional children. An examination of these predictors suggests that they may be used to select those regular educators who are likely candidates for implementing mainstreaming programs and that school systems can inhance their mainstreaming efforts by arranging the integration settings to conform with these predictors of positive attitude. 相似文献
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中国城市和农村小学教师对融合教育态度的比较研究 总被引：1，自引：0，他引：1
邓猛 《Frontiers of Education in China》2008,3(4):473-492
This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive
education. The results indicated that, (1) teachers’ attitudes are composed of three dimensions: positive and negative effects
of inclusion, and benefits of segregated special education; (2) most surveyed teachers demonstrated positive attitudes toward
segregated special school education while supporting inclusion; (3) rural and urban teachers held significantly different
attitudes toward inclusion, and urban teachers were more negative toward inclusion than rural ones; and (4) teachers’ attitudes
were not essentially influenced by resources, teaching years or relevant special education training.
相似文献
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特殊教育教师的积极心理品质及其对结果变量的影响 总被引：1，自引：3，他引：1
为了了解特殊教育教师的积极心理品质及其对结果变量的影响,本研究对114名特教教师进行了调查,结果如下:(1)特殊教育教师的敬业水平为中等程度,三个分维度的得分顺序为奉献水平最高、专注次之,活力水平最低。(2)男教师和女教师的总体敬业水平和各维度的水平不存在显著的统计学差异。(3)10年教龄以上教师在活力、奉献和专注三个维度上的得分显著低于5年以下的教师。(4)敬业对教师的生活满意、工作满意和工作绩效均有正向的影响,对离职意向有负向影响。 相似文献
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本文采用问卷法探讨了丹东地区113名特殊学校教师职业倦怠的特点,并进行了分析。结果表明：特殊学校教师职业倦怠显著低于普通学校教师;特殊学校教师职业倦怠在教龄、学历方面存在着显著性差异;在职称、是否担任班主任方面存在一定的影响;特教教师职业倦怠存在着显著的地域差异。 相似文献