随班就读教师融合教育教学效能感研究
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摘要
采用Sharma等人编制的《教师融合教育教学效能感量表》和Saloviita编制的《教师融合教育态度量表》对南京市592名随班就读教师进行调查,发现:(1)南京市随班就读教师融合教育教学效能感处于中等偏上水平,其中行为管理的效能感水平最高;(2)教师的融合教育教学效能感在学历、职称、教龄和学段上均存在显著差异;(3)随班就读教师的融合教育教学效能感对融合教育态度具有正向预测作用,其中开展合作效能感的预测作用最为显著。因此,应当提高随班就读教师的入职要求,提升随班就读教师合作效率,促进随班就读教师教学效能感的发展,进而提高随班就读教育质量。
This study, by testing 592 in-service teachers of inclusive education in regular classes in Nanjing City with the Scale for Teachers' Self-efficacy in Inclusive Education, which was developed by Sharma, and the Scale for Teachers' Attitudes towards Inclusive Education, which was developed by Saloviita, aims to explore teachers' teaching efficacy in inclusive education. The results show the following:(1) The teachers showed their teaching efficacy in inclusive education at an upper middle level, with the self-efficacy in behavior management being the highest;(2) their teaching efficacy in inclusive education showed a significant difference due to their educational backgrounds, professional titles, years of teaching, and the learning phases of their students; and(3) their teaching efficacy, especially their self-efficacy in cooperation, could be used to positively predict their attitudes towards inclusive education. Therefore, it is necessary to raise the professional standards for in-service teachers of inclusive education in regular classes and their efficiency of cooperation so as to promote the development of their teaching efficacy and the inclusive education in reglar classes.
This study, by testing 592 in-service teachers of inclusive education in regular classes in Nanjing City with the Scale for Teachers' Self-efficacy in Inclusive Education, which was developed by Sharma, and the Scale for Teachers' Attitudes towards Inclusive Education, which was developed by Saloviita, aims to explore teachers' teaching efficacy in inclusive education. The results show the following:(1) The teachers showed their teaching efficacy in inclusive education at an upper middle level, with the self-efficacy in behavior management being the highest;(2) their teaching efficacy in inclusive education showed a significant difference due to their educational backgrounds, professional titles, years of teaching, and the learning phases of their students; and(3) their teaching efficacy, especially their self-efficacy in cooperation, could be used to positively predict their attitudes towards inclusive education. Therefore, it is necessary to raise the professional standards for in-service teachers of inclusive education in regular classes and their efficiency of cooperation so as to promote the development of their teaching efficacy and the inclusive education in reglar classes.
引文
1 16 陈纯槿. 国际比较视域下的教师教学效能感——基于TALIS调查数据的实证研究.全球教育展望,2017,46(4): 11
2 俞国良,罗晓路. 教师教学效能感及其相关因素研究. 北京师范大学学报(人文社会科学版),2000,157(1): 74
3 庞丽娟,洪秀敏. 教师自我效能感:教师自主发展的重要内在动力机制. 教师教育研究,2005,17(4): 42-46
4 Gibson S, Dembo M H. Teacher efficacy: A construct validation. Journal of Educational Psychology, 1984, 76 (4): 569-582
5 Tschannen-Moran M, Hoy A W, Hoy W K. Teacher efficacy: Its meaning and measure. Review of 6Educational Research, 1998, 68(2): 202-248
6 2016年全国教育事业发展统计公报. http://www.moe.edu.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html, 2017-7-10
7 聚焦新目标,落实新部署:国家特殊教育改革实验区南京市教育局新年第一会力推学前融合教育. http://www.sohu.com/a/217065132_744795, 2018-1-16
8 18 40 44 冯雅静. 随班就读教师核心专业素养研究. 中国特殊教育,2014,163(1):4
9 Sharma U, Loreman T, Forlin C. Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Need, 2012, 12(1): 4
10 Saloviita T. Measuring pre-service teachers'attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 2015, 52 (9): 66-72
11 以更大力度推进秦淮区随班就读工作——南京市秦淮区委教育工委庄芸书记访谈.现代特殊教育,2018,338(6):13-14
12 32 Savolainen H, Engelbrecht P, Nel M, et al. Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 2012, 27(1): 51-68
13 Yada A, Savolainen H. Japanese in-service teachers' attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 2017, 64 (2): 222-229
14 昝飞,刘春玲,王勉,等. 上海市在职教师融合教育自我效能感的调查研究,2011,131(5):3-7
15 王安全. 教师学历发展功能及其正向化方式. 中国教育学刊,2012,226(2):60
17 王蔚虹. 国外教师职业生涯周期研究述评. 集美大学学报,2008,9(2):5-6
19 35 王和平,肖洪莉. 随班就读资源教师工作及其专业培训的思考. 中国特殊教育,2017,204(6):33
20 彭兴蓬,雷江华. 论融合教育的困境——基于四维视角的分析. 教育学报,2013,9(6):59-66
21 特殊儿童随班就读要过四道坎. http://zqb.cyol.com/html/2017-04/10/nw.D110000zgqnb_20170410_2-09.htm, 2017-4-10
22 Forlin C, Chambers D. Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 2011, 39(1): 17-32
23 Saloviita T, Schaffus T. Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work. European Journal of Special Needs Education, 2016, 31(4): 458-471
24 张悦歆. 普校教师对残疾儿童随班就读的态度研究. 教育学报,2016,12(3):104-113
25 王雁,黄玲玲,王悦,等. 对国内随班就读教师融合教育素养研究的分析与展望. 教师教育研究,2018,30(1):26-30
26 傅王倩,肖非. 随班就读儿童回流现象的质性研究. 中国特殊教育,2016,189(3):6
27 Malinen O, Savolainen H, Xu J C. Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 2012, 28(4): 526-534
28 Weisel A, Dror O. School climate, sense of efficacy and Israeli teachers' attitudes toward inclusion of students with special needs. Education Citizenship and Social Justice, 2006, 1(2): 157-174
29 Lopes J A, Monteiro I, Sil V, et al. Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 2004, 27 (4): 394-419
30 Bradshaw L , Mundia L. Attitudes and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 2006, 21(1): 35-41
31 Soodak L C, Podell D M, Lehman L R. Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education, 1998, 31 (4): 480-497
33 Montgomery A, Mirenda P. Teachers' self-efficacy, sentiments, attitudes and concerns about the inclusion of students with developmental disabilities. Exceptionality Education International, 2014, 24(1): 18-32
34 Emam M M, Mohamed A H H. Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 2011, 29 (11): 976-985
36 荣军,李岩. 澳大利亚职前教师全纳能力的培养. 教育科学,2013,29(2):87
37 39 41 市政府办公厅关于印发南京市第二期特殊教育提升计划(2018-2020年)的通知.http://www.nanjing.gov.cn/xxgk/szf/201803/t20180330_5354675.html, 2018-3-21
38 南京市加强特殊儿童少年随班就读工作.http://www.ec.js.edu.cn/art/2015/10/10/art_4343_181107.html, 2015-10-10
42 周丹. 美国全纳型教师职前培训中合作技能的培养. 黑龙江高教研究,2014,242(6):95-96
43 颜廷睿. 随班就读教师对实施融合教育的关注研究. 教育科学,2016,32(5):38
2 俞国良,罗晓路. 教师教学效能感及其相关因素研究. 北京师范大学学报(人文社会科学版),2000,157(1): 74
3 庞丽娟,洪秀敏. 教师自我效能感:教师自主发展的重要内在动力机制. 教师教育研究,2005,17(4): 42-46
4 Gibson S, Dembo M H. Teacher efficacy: A construct validation. Journal of Educational Psychology, 1984, 76 (4): 569-582
5 Tschannen-Moran M, Hoy A W, Hoy W K. Teacher efficacy: Its meaning and measure. Review of 6Educational Research, 1998, 68(2): 202-248
6 2016年全国教育事业发展统计公报. http://www.moe.edu.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html, 2017-7-10
7 聚焦新目标,落实新部署:国家特殊教育改革实验区南京市教育局新年第一会力推学前融合教育. http://www.sohu.com/a/217065132_744795, 2018-1-16
8 18 40 44 冯雅静. 随班就读教师核心专业素养研究. 中国特殊教育,2014,163(1):4
9 Sharma U, Loreman T, Forlin C. Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Need, 2012, 12(1): 4
10 Saloviita T. Measuring pre-service teachers'attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 2015, 52 (9): 66-72
11 以更大力度推进秦淮区随班就读工作——南京市秦淮区委教育工委庄芸书记访谈.现代特殊教育,2018,338(6):13-14
12 32 Savolainen H, Engelbrecht P, Nel M, et al. Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 2012, 27(1): 51-68
13 Yada A, Savolainen H. Japanese in-service teachers' attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 2017, 64 (2): 222-229
14 昝飞,刘春玲,王勉,等. 上海市在职教师融合教育自我效能感的调查研究,2011,131(5):3-7
15 王安全. 教师学历发展功能及其正向化方式. 中国教育学刊,2012,226(2):60
17 王蔚虹. 国外教师职业生涯周期研究述评. 集美大学学报,2008,9(2):5-6
19 35 王和平,肖洪莉. 随班就读资源教师工作及其专业培训的思考. 中国特殊教育,2017,204(6):33
20 彭兴蓬,雷江华. 论融合教育的困境——基于四维视角的分析. 教育学报,2013,9(6):59-66
21 特殊儿童随班就读要过四道坎. http://zqb.cyol.com/html/2017-04/10/nw.D110000zgqnb_20170410_2-09.htm, 2017-4-10
22 Forlin C, Chambers D. Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 2011, 39(1): 17-32
23 Saloviita T, Schaffus T. Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work. European Journal of Special Needs Education, 2016, 31(4): 458-471
24 张悦歆. 普校教师对残疾儿童随班就读的态度研究. 教育学报,2016,12(3):104-113
25 王雁,黄玲玲,王悦,等. 对国内随班就读教师融合教育素养研究的分析与展望. 教师教育研究,2018,30(1):26-30
26 傅王倩,肖非. 随班就读儿童回流现象的质性研究. 中国特殊教育,2016,189(3):6
27 Malinen O, Savolainen H, Xu J C. Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 2012, 28(4): 526-534
28 Weisel A, Dror O. School climate, sense of efficacy and Israeli teachers' attitudes toward inclusion of students with special needs. Education Citizenship and Social Justice, 2006, 1(2): 157-174
29 Lopes J A, Monteiro I, Sil V, et al. Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 2004, 27 (4): 394-419
30 Bradshaw L , Mundia L. Attitudes and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 2006, 21(1): 35-41
31 Soodak L C, Podell D M, Lehman L R. Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education, 1998, 31 (4): 480-497
33 Montgomery A, Mirenda P. Teachers' self-efficacy, sentiments, attitudes and concerns about the inclusion of students with developmental disabilities. Exceptionality Education International, 2014, 24(1): 18-32
34 Emam M M, Mohamed A H H. Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. Procedia-Social and Behavioral Sciences, 2011, 29 (11): 976-985
36 荣军,李岩. 澳大利亚职前教师全纳能力的培养. 教育科学,2013,29(2):87
37 39 41 市政府办公厅关于印发南京市第二期特殊教育提升计划(2018-2020年)的通知.http://www.nanjing.gov.cn/xxgk/szf/201803/t20180330_5354675.html, 2018-3-21
38 南京市加强特殊儿童少年随班就读工作.http://www.ec.js.edu.cn/art/2015/10/10/art_4343_181107.html, 2015-10-10
42 周丹. 美国全纳型教师职前培训中合作技能的培养. 黑龙江高教研究,2014,242(6):95-96
43 颜廷睿. 随班就读教师对实施融合教育的关注研究. 教育科学,2016,32(5):38