培养特殊教育教师的福祉:在专业学习社区中培养联系
Madira Matjeni1, Sarina de Jager1
1Department of Humanities Education, Faculty of Education, University of Pretoria, Pretoria, South Africa.
African journal of disability
|September 12, 2025
概括
特殊教育教师,特别是那些支持自闭症学习者的教师,需要更好的福祉支持. 在专业学习社区中培养归属,能力和自主性对于他们的成功和保留至关重要.
科学领域:
- 特殊教育 特殊教育
- 教师的福祉 教师的福祉
- 自闭症谱系障碍 (ASD) 是一种
背景情况:
- 特殊教育教师,特别是那些与自闭症学习者一起工作的教师,经历了相当大的压力和倦怠.
- 在特殊教育需求环境中,新手教师面临着独特的福祉挑战.
研究的目的:
- 在专业学习社区中,共同研究特殊教育教师的福祉挑战和机会.
- 专注于培养特殊教育需求学习者 (LSEN) 环境中的教师的归属性,能力和自主性.
主要方法:
- 现象学研究设计涉及八名与自闭症学习者合作的特殊教育教师.
- 通过观察,半结构面试和焦点小组讨论收集数据.
主要成果:
- 具有挑战性的经历显著影响教师的幸福感,并指出缺乏足够的支持结构.
- 同事的社会支持至关重要,但制度和文化因素可能会阻碍幸福感.
- 教师们从整体的角度来定义幸福,包括情感,身体,社会和家庭方面.
结论:
- 培养归属和联系的专业学习社区对于特殊教育教师的福祉至关重要.
- 需要增加对福利支持结构的问责制,并为新手教育工作者提供量身定制的培训.
- 培养联系,能力和自主性可以显著提高教师支持自闭症学习者的福祉.
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