教师赋权增能视角下融合教育教师的专业化发展  

The Professional Development of Integrated Education Teachers From the Perspective of Teacher Empowerment

作　　者：刘宝超[1] 任春雷 LIU Baochao;REN Chunlei(Department of Special Education,Guangdong University of Education,Guangzhou 510310)

机构地区：[1]广东第二师范学院特殊教育系,广州510310

出　　处：《现代特殊教育》2020年第2期22-25,共4页Modern Special Education

基　　金：广东省教育厅“创新强校工程”2017年广东高校省级重点平台和重大科研项目“自闭症谱系障碍教育与服务体系的研究”(2017GXJK127);广东省协同创新平台—粤台教师教育协同创新发展中心资助项目“自闭症谱系障碍教育与服务体系的探究”(YTXY1708)研究成果之一。

摘　　要：作为一种教师成长途径,融合教育教师赋权增能既能丰富教师赋权增能理论,又能满足教师职业生涯发展的需要,并能整体提升教师社会地位,对于促进融合教育教师专业化发展具有十分重要的意义。当前我国融合教育教师的赋权增能面临制度保障缺失、教育回流现象出现、支持策略单一、实证研究不足等理论与实践上的诸多困难。因此,在融合教育教师专业化发展策略上,需要进一步完善融合教育教师的职前教师教育过程;同时采取促进融合教育教师赋权增能提升策略。"Teacher empowerment"as a way of teacher growth is of great significance for promoting the professional development of integrated education teachers.It can not only enrich the theory of teacher empowerment,but also meet the needs of teachers’career development,and it can also contribute to the professional development of integrated education.However,at present,the empowerment of integrated education teachers in China is facing many theoretical and practical difficulties,such as the lack of institutional guarantee,the phenomenon of educational back flow in special education,the lack of support strategies,and the lack of empirical research.Therefore,in terms of the strategies for the professional development of integrated education teachers,it is necessary to further improve the initial teacher education process of integrated education teachers;at the same time,it is necessary to take strategies to promote the empowerment of integrated education teachers.

关 键 词：融合教育 融合教育教师 教师赋权增能 教师专业化 

分 类 号：G650[文化科学—教育学]