摘要
教师角色的践行影响着学前融合教育的高质量发展。当前,社会对学前融合教育教师的角色期待是以“双师型教师”为核心的。教师是学前融合教育的协调者和研究者。但是,在具体的融合教育实践中,受自身与外部等多种因素的影响,学前融合教育教师的角色践行依然面临专业困境、协调困境与支持困境等多重束缚与瓶颈。有鉴于此,应打造以教师为核心的支持系统,充分发挥教师自身、幼儿园管理者、幼儿家长与社会等多元主体的作用,不断推进学前融合教育教师的专业成长与素养提升,引导学前融合教育教师更好地践行自身角色,推进学前融合教育的高质量发展。
The practice of teachers’ role affects the high-quality development of inclusive preschool education. At present, the social expectation for the role of teachers is centered on double qualified teachers in inclusive preschool education. At the same time, teachers are also coordinators and researchers of inclusive preschool education. However, teachers still face multiple constraints and bottlenecks in the practice of inclusive preschool education, such as professional dilemma, coordination dilemma and support dilemma, due to their own or external reasons. Therefore, we should build a support system with teachers as the core, give full play to the role of teachers, preschool leaders, parents and society, constantly promote the professional development and quality improvement of teachers, guide teachers to practice their own roles, and promote the high-quality development of inclusive preschool education.
作者
俞念
YU Nian(Zhejiang Vocational College of Special Education,Hangzhou,Zhejiang,310023,China)
出处
《教师教育研究》
CSSCI
北大核心
2022年第3期56-61,共6页
Teacher Education Research
基金
中国残联研究课题(19&ZC023)研究成果之一。
关键词
学前教育
融合教育
教师
角色期待
角色践行
preschool education
inclusive education
teacher
role expectation
role practice
