중국 특수교사의 전문성 자질 인식: 특수교사 전문성 표준을 중심으로

초록

Objectives This study aimed to explore the perception of professional qualities among Chinese special education teachers based on demographic variables, grounded in the ‘Standards of Special Education Teacher Professionalism (Draft)’ issued by the Ministry of Education in China. Methods To this end, a survey was conducted with 215 active special education teachers in 11 cities of H Province in China. Data processing utilized SPSS 26.0 to conduct a descriptive statistical analysis of the background information of special education teachers. Based on the background variables, independent sample t-verification, ANOVA and Scheffé follow-up verification were performed to analyze the differences in perception of professional qualifications cognition among different groups. To observe the impact of background variables on perception of professional qualifications among special education teachers, the correlation between background variables and qualifications was assessed using the Spearman correlation coefficient, followed by multiple regression analysis. Results The results indicated that while the level of perception of professional qualities among Chinese special education teachers was generally high, there were still deficiencies in the area of professional knowledge. Significant differences in the perception of professional qualities were also found according to years of service in teaching, job responsibilities, educational background, and the type of school establishment. Notably, years of service in teaching and educational background had a impact on the perception of professional qualities. Conclusions Based on these findings, the study discusses the current state of professional qualities among Chinese special education teachers and proposes directions for future development.

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