西方特殊教育初任教师入职引导的研究及启示  

Research on Induction of Beginning Special Education Teachers and its Implications in the West

作　　者：王波[1] 周玉衡[1] 

机构地区：[1]潍坊学院幼教特教师范学院,山东潍坊261061

出　　处：《现代特殊教育》2015年第6期56-60,共5页Modern Special Education

基　　金：潍坊学院博士科研基金项目"环渤海地区特殊教育初任教师教职适应研究"(2013BS26)资助

摘　　要：目前,西方发达国家正寻求有效措施防止特殊教育初任教师离职。特殊教育初任教师入职引导主要目的是培养初任教师的安全感以及培养利于促进教学的自信感,减少教师的孤立感,鼓励教师留在教职岗位。关于入职引导的研究,目前更多地关注于师徒指导和入职培训两方面。这对我国特殊教育初任教师入职引导的研究和实践具有重要的启示。New special education teachers need mentoring and need training senses of self-confidence, lessening isolate sense and encouraging to stay on the position. This paper elaborates the definition of induction of beginning teachers, summarizes the ways of induction of beginning special education teachers. Related research on induction of beginning special education teachers focuses on new teacher mentoring and induction training, has important implications to the research and practice on induction of beginning special education teachers in China.

关 键 词：特殊教育初任教师 入职引导 入职培训 

分 类 号：G769.1[文化科学—特殊教育学]