摘要
为探讨融合教育氛围对学前融合教育教师职业认同的影响及自我效能感在其中的作用机制,采用幼儿园融合教育氛围量表、学前融合教育教师职业认同量表及教师融合教育自我效能感评估量表,对317名学前融合教育教师进行调查研究。结果表明:(1)融合教育氛围正向预测学前融合教育教师职业认同;(2)学前融合教育教师的自我效能感在融合教育氛围和职业认同之间起部分中介作用。因此,建议通过积极营造支持性融合教育氛围和培养学前融合教育教师的自我效能感,增强其职业认同。
In order to explore the impact of inclusive education environment on preschool inclusive education teachers'occupational identity and the mechanism of self-efficacy in it,317 preschool inclusive education teachers were investigated by using the Kindergarten Inclusive Education Environment Scale,Preschool Inclusive Education Teachers'Occupational Identity Scale and the Teachers'Inclusive Education Self-Efficacy Assessment Scale.The results showed that(1)the inclusive education environment positively predicted the occupational identity of preschool inclusive education teachers;(2)the self-efficacy of preschool inclusive education teachers played a partial mediating role between the inclusive education environment and occupational identity.Therefore,the occupational identity of preschool inclusive education teachers could be enhanced by actively creating a supportive inclusive education environment and cultivating their self-efficacy.
作者
贾婵娟
徐奕澜
张璐怡
JIA Chanjuan;XU Yian;ZHANG Luyi(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,311121;Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare,Hangzhou Normal University,Hangzhou,311121)
出处
《中国特殊教育》
北大核心
2024年第2期82-89,共8页
Chinese Journal of Special Education
基金
2024年浙江省哲学社会科学规划课题“融合教育背景下学龄前特殊需要幼儿入学准备度及其促进策略研究(课题编号:24NDJC221YBM)”
杭州师范大学2023年教学改革项目“以核心能力提升为导向的职前融合教育教师案例教学改革创新与实践探索”的阶段性研究成果。
关键词
融合教育氛围
学前融合教育教师
职业认同
自我效能感
inclusive education environment
preschool inclusive education teachers
occupational identity
self-efficacy
