融合教育辅助教师的职业认同现状及影响因素--基于解释性序列设计的混合研究  

The Current Status and Influencing Factors of Professional Identity among Teaching Assistants in Inclusive Education:A Mixed-Method Study Based on Explanatory Sequential Design

作　　者：张艳慧 高宇翔 ZHANG Yanhui;GAO Yuxiang(College of Education,Xinjiang Normal University,Urumqi,830017;Research Center for Education of Children with Autism in Xinjiang Uygur Autonomous Region,Urumqi,830017)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017 [2]新疆维吾尔自治区孤独症儿童教育研究中心,乌鲁木齐830017

出　　处：《中国特殊教育》2025年第2期77-85,共9页Chinese Journal of Special Education

基　　金：新疆师范大学“十四五”自治区重点学科教育学招标课题“特殊教育影子教师职业认同感的现状、影响因素与提升路径研究”(课题批准号:24XJKD0104);2024年新疆师范大学博士科研启动基金“特殊教育教师使用教科书水平的评价模型及应用研究”(课题批准号:XJBSRW2024024)的成果之一。

摘　　要：辅助教师是融合教育师资团队里的重要成员,其从教意愿、专业能力和服务品质与职业认同状况密切相关。研究采用解释性序列设计,通过378名教师的问卷调查和20名教师的深度访谈,探讨了他们的职业认同状况。对量化研究与质性研究结果的综合分析表明:辅助教师的职业认同总体处于中上水平,职业行为倾向较好,但职业意志、职业认知和职业情感有待提高;环境因素、职业信念、职业效益、从业年限共同构成辅助教师职业认同的影响因素模型。基于研究发现,从社会、学校、机构三个层面提出了增进辅助教师职业认同的建议。Teaching assistants are the backbone of the inclusive education teaching team,and their willingness to teach,professional competence and service quality are closely related to their professional identity.The study used an explanatory sequential design to explore the status of their professional identity through a questionnaire survey of 378 teachers and in-depth interviews with 20 teachers.A comprehensive analysis of the quantitative and qualitative findings showed that the overall professional identity of teaching assistants was at an upper-middle level,with a good propensity for professional behavior,but the professional will,professional cognition and professional emotion needed to be improved;the environmental factors,professional beliefs,professional effectiveness,and years of experience in the field together constituted a model of the influencing factors on the professional identity of teaching assistants.Based on the findings of the study,suggestions for enhancing the professional identity of teaching assistants are put forward from the perspective of system construction.

关 键 词：随班就读 融合教育辅助教师 职业认同 影响因素 助教陪读制度 

分 类 号：G760[文化科学—特殊教育学]