A Study On Special Physical Education Teachers’ Education In China From The Perspective Of Specialization

Today, the professional development is a hot issue in the education of special physical education teachers. For the promotion of the professional development of special physical education teachers, this article makes an analysis of the present situation and discusses the connotations of the special physical education and examines the relevant systems based on a literature review, investigation and Delphi method. The article also makes a comparative study of the education systems in the United States, some European countries and Taiwan area, generalizing their characteristics. Based on these researches, this article proposes a rough outline for "Standards for the Professional Development of Special Physical Education Teachers". It puts forth the following ideas:1.The professional development of special physical education teachers is reflected in their knowledge structure and its systematicness, their ability structure and their moral standards.2.The education systems of special physical education teachers in the United States, European countries and Taiwan area are all characterized by their emphasis on the cultivation of the teachers’practical ability as well as the curriculum and the information resources of the education. They are directed by clear law documents and supported by the government and some professional organizations, thus achieving a versatile and standardized education system. This suggests that our education system should also be based on the perfection of relevant laws and regulations and the support of the government so that we may develop an open and versatile education system. We should also establish the professional standards for the education and improve the certification system of qualifications of special physical education teachers. We also have to improve the curriculum, build up the information resources, set up professional organizations and strengthen the education integration.3.The relevant laws and regulations in China concerning the cultivation of special physical education teachers are still vague in expression and poor in operation. They fail to give a clear definition of the scope of special physical education, leading to the loose expressions of the cultivation objectives and profiles and requirements of the students in different colleges. There is also a neglect for the courses connecting physical education and special physical education. Some other problems, such as the neglect of practice teaching, the shortage of professional textbooks and teachers, the relatively few opportunities for further education and a lack of motivation need to be attended. The certification system of teachers’ qualifications also needs to be improved. The professional training needs to be strengthened.4.The professionalization of special physical education teachers needs to be improved. The problems include:a. shortage of professional teachers; b. lack of teaching experience; c. lack of motivation for further education. These problems are due to the following causes:a. The society does not hold a correct attitude and enough awareness toward special physical education; b. The pre-service cultivation system needs to be improved; professional standard needs to be established and the after-service training needs to be strengthened; c. The schools haven’t provided enough encouragement and support for the special physical educations teachers; d. The special physical educations teachers are not motivated enough for professional development.5.A rough outline for "Standards for the Professional Development of Special Physical Education Teachers" is proposed. The framework includes 3 first-level indices (professional knowledge, professional skills and professional ethics),13 secondary indices (general knowledge, subject professional knowledge, practical knowledge, identification and assessment of disabled students, teaching and coaching skills, advocacy and consulting, communication and cooperation ability, self-reflection development, personal accomplishment, professional psychology) and 93 third-level indices.6.Pre-service training for undergraduate students should adopt the module training mode and "3+1" or "2+2" training mode. For post-graduate students, "4+2" and "4+1+2"mode is more appropriate. The certification system for special physical education teachers’ qualifications should be established. For after-service training, an integrated mode of "education, cultivation and research" should be adopted with the cooperation between colleges and enterprises and among the colleges themselves. At the state level, relevant laws and regulations should be improved and the education systems should be perfected. The colleges and relevant professional organizations should also provide support for the education of special physical education teachers.