专业间实践的感知价值根据课堂教师,特殊教育教师和语音语言病理学家的看法
1Institute for Special Needs Education, Bern University of Teacher Education, Switzerland.
Language, speech, and hearing services in schools
|August 8, 2025
概括
特殊教育教师对职业间实践 (IPP) 的看法最为积极. 教师和语音语言病理学家之间的IPP值差异源于专业背景,而不是行政指南.
科学领域:
- 教育教育教育教育教育教育.
- 语音语言病理学 语言病理学
- 特殊教育 特殊教育
背景情况:
- 专业间实践 (IPP) 对有言语,语言和沟通需求的学生至关重要.
- 预期价值模型表明,感知价值会影响IPP的采用.
研究的目的:
- 分析课堂教师 (CLT),特殊教育教师 (SET) 和语音语言病理学家 (SLP) 在四个领域 (利息,成本,专业福利,学生福利) 所感知的IPP价值的差异.
- 确定影响这些感知的因素.
主要方法:
- 在瑞士伯尔尼,对317名学校专业人员进行了调查.
- 用确认因素分析和结构方程建模来分析数据.
主要成果:
- 在所有领域中,SET报告IPP的最积极的看法.
- 中小学教师对中小学教师的看法较为负面,而中小学教师对中小学教师的看法较为负面.
- 自我报告的IPP能力对CLT和SLP的感知价值产生了积极的影响.
结论:
- 尽管有统一的行政指南,但CLT,SET和SLP之间的IPP价值差异可能是由于不同的专业背景和工作环境.
- 了解这些差异是促进有效IPP的关键.
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