学生教学安置与初始教学职位之间的错位:特殊教育教师职业生涯早期缩的影响
Ben Backes1, James Cowan1, Dan Goldhaber1
1American Institutes for Research, Arlington, VA, USA.
Journal of learning disabilities
|January 17, 2025
概括
在包容性环境中接受培训,但被聘为独立角色的特殊教育教师,或相反,更有可能提前离开. 培训协调和合格的监督人员对于保留特殊教育教师至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 教师培训 培训教师培训
背景情况:
- 特殊教育教师培训计划为毕业生准备各种环境.
- 教师培训环境和职业生涯早期就业环境之间存在潜在的不匹配.
- 了解这种对齐对于留住教师至关重要.
研究的目的:
- 检查特殊教育毕业生实地实习和职业生涯早期教学位之间的一致性.
- 评估这种调整与职业生涯早期教师流动之间的关联.
- 在实地实习中识别影响教师留学的因素.
主要方法:
- 在马萨诸塞州完成了263个中度残疾计划的纵向研究.
- 分析现场安置特征及其与初始教学工作的结合.
- 统计评估调整与教师流动之间的关系.
主要成果:
- 观察到显著的错位:许多在包容性环境中接受培训的教师被聘用到独立的环境中,反之亦然.
- 培训和就业环境之间的失调与职业生涯早期教师流动率的增加有关.
- 学生在缺乏特殊教育许可证的监督从业人员的教学中增加了营业额的风险.
结论:
- 调整特殊教育教师培训环境与预期的就业,对于留守至关重要.
- 在特殊教育实地实习中监督从业人员应持有相关证书.
- 更好的调整可以减轻特殊教育工作人员的早期职业生涯流动.
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