特殊教育教师身份认同对专业发展意愿的影响——基于计划行为理论的视角  

The Influence of Special Education Teachers'Identity on Their Willingness of Professional Development——From the Perspective of Theory of Planned Behavior

作　　者：皮悦明 王庭照[2] PI Yueming;WANG Tingzhao(College of Culture and Education,Shaanxi University of Science and Technology,Xi'an,710021;Department of Education,Shaanxi Normal University,Xi'an,710062)

机构地区：[1]陕西科技大学文化与教育学院,西安710021 [2]陕西师范大学教育学部,西安710062

出　　处：《中国特殊教育》2024年第11期78-87,共10页Chinese Journal of Special Education

基　　金：2023年国家社会科学基金教育学青年项目“我国普惠性特殊教育公共服务体系建设机制与监测评估研究”(项目编号:CHA230303)的阶段性成果。

摘　　要：特殊教育教师的身份认同和专业发展是弘扬教育家精神、建设教育强国的关键,引领高素质专业化教师队伍建设二者缺一不可。本研究以计划行为理论视角为基础,对2705名特殊教育教师进行实证调查,构建并检验特殊教育教师身份认同对专业发展意愿的影响机制及作用模型。研究发现:身份认同作为一种个人态度正向预测专业发展意愿,教学效能感作为知觉行为控制的组成部分在身份认同对专业发展意愿的影响中起中介作用,领悟社会支持被视为主观规范的内在感知则会调节教学效能感对专业发展意愿的预测作用。基于弘扬教育家精神和践行教育强国战略的使命背景,建议构建特殊教育教师的身份认同,提升其教学效能感,营造良好的社会支持环境,增强其专业发展意愿,推动特殊教育事业高质量发展。The identity and professional development of special education teachers are the key to carry forward the spirit of educators and build a strong education power,and both are indispensable to lead the construction of a high-quality professional teacher team.Based on the perspective of the Theory of Planned Behaviour,this study conducted an empirical investigation on 2705 special education teachers to construct and test the mechanism and model of the influence of special education teachers'identity on their willingness to develop professionally.The study found that identity as a personal attitude positively predicts professional development intention,teaching efficacy as a component of perceptual behavioural control mediates the effect of identity on professional development intention,and perceived social support as an internal perception of subjective norms moderates the predictive effect of teaching efficacy on professional development intention.Based on the background of the mission of promoting the spirit of educators and practicing the strategy of a strong education power,it is necessary to lead the construction of special education teachers'identity,help improve the sense of teaching efficacy,create a favourable social support environment,enhance the willingness of special education teachers to develop professionally,and promote the high-quality development of special special education.

关 键 词：教育强国 计划行为理论 特殊教育教师 专业发展意愿 

分 类 号：C451[社会学]