落差与逃离:我国西部地区特教班教师离职的质性研究  

Gap Between Expected and Practical Career Development and Departure:A Qualitative Study of the Departure of a Special Education Class Teacher in Western China

作　　者：张瑶 郭志云 邓猛 ZHANG Yao;GUO Zhiyun;DENG Meng

机构地区：[1]华东师范大学融合教育研究院,上海200062 [2]郑州师范学院特殊教育学院,郑州450044

出　　处：《残疾人研究》2025年第2期39-48,共10页Disability Research

摘　　要：本研究以西部地区光明小学前任特教班教师小琳及其重要同事为研究对象,采用质性研究方法对小琳的离职现象进行深入解读,揭示背后的发展逻辑与内在动因。研究发现,小琳的离职与其入职后在职业期待、同事关系、职业收获与职业前景方面感受到落差与挑战相关。具体而言,小琳的离职是体制、观念及文化的多重作用结果:体制层面,西部地区普特教育的隔离是造成小琳离职的现实原因;观念层面,污名化、标签及连带效应所导致的角色失衡是小琳离职的外在因素;文化层面,精英主义教育是造成小琳离职的内部要素。基于此,本研究提出了加强西部地区融合教育理念宣导,构建融合教育教师培养培训体系,强化融合教育监督与问责等建议。This study selected Xiaolin,a former teacher teaching the special education class in Guangming Primary School in western China,and her important colleagues as the subjects,and detailedly analyzed the departure of Xiaolin using the qualitative study method,aiming at uncovering the underlying developmental logic and intrinsic motives regarding Xiaolin's departure.Results indicated that Xiaolin's departure was associated with the gap between her expected and practical career development,relationships with colleagues,perceived career gain and prospects and relevant challenges after taking the position.Specifically,Xiaolin's departure resulted from institutional,conceptual and cultural factors:institutionally,the division between general and special education in the western region was a practical driver;conceptually,stigmatization,labeling,and cascading effect-associated role imbalance acted as external pressures;culturally,the prevailing elitist values in education served as the internal motive.Accordingly,the study recommended enhancing the concept promotion of inclusive education,establishing a system for training inclusive education teachers,and strengthening the supervision and accountability of inclusive education in western China.

关 键 词：特教班教师 教师离职 西部地区特殊教育 

分 类 号：G76[文化科学—特殊教育学]