Research On Teachers' Professional Identity Of Children With Autism

Teachers'identity in autistic rehabilitation institutes refers to the teachers'professional recognition based on their own experiences and all kinds of influences inside and outside institute; it is also the attitude and inner exception about their work. The study of teachers' professional identity began in the 1990s abroad. And it started in these years home. From previous researches at abroad and home, we can see that there were no clear definition of the concept; research methods with quantitative and qualitative are not unified; the objects of study are not complete, and the structure is not very reasonable to restrict the development of study. The study based on previous researches and the development of autistic occupation in china, we analyze these studies comprehensively. Through making a systematic research, we get the concept and structure and get the current situation and the characteristics of teachers' identity in autistic rehabilitation institutes.This study contains two sections, in the first section we discuss teachers'identity in autism early education rehabilitation and compile "Test of professional identity of Autistic Children'Teachers"; in the second section we analyze the current situation and characteristics about teachers'professional identity of children with autism. It researches and analyzes the current situation of teachers'professional identity of children with autism, as well as its characteristics by making the questionnaire survey with the questionnaire about teachers' identity of children with autism, and interviews about three male teachers of children with autism and interviews eight teachers togehter. Based on which, and population statistic variables, the right suggestions are to be put forward to enrich the rich content of special education, to promote the development of special education teachers, to provide empirical data for future research.Through the study, the conclusions can be drawn:1. Teachers'professional identity of children with autism is a multi-dimensional structure, mainly including:professional emotion, professional vision, professional devotion and professional commitment.2. The reliability and validity of "Test of professional identity of Autistic Children' Teachers" reach the standard. It meets the demand of psychology measuring completely, is applicable to test the teachers'professional identity of children with autism.3. Teachers'professional identity of children with autism is higher than the critical wholly. 4. Autistic child's teachers with different gender devote a significant difference in professional devotion. Male teachers are higher than female teachers.5. Teachers'professional identity of children with autism in different education qualification show striking differences in professional vision. Teachers with bachelor degree are lower than teachers with college degree and high or technical school education.6. Teachers'professional identity of children with autism in different salary devotes a significant difference in profession devotion. Teachers in occupational income of less than 1000 Yuan are lower than whom in occupational income of 2000 Yuan and more than 3000 Yuan.7. Different length of service as a teacher has different effect on the teachers' professional identity of children with autism wholly, and has an effect on professional devotion and professional commitment.8. Teachers'professional identity of children with autism in different heterogeneity institutions devotes a significant difference wholly and professional emotion and professional devotion and professional vision, which the teachers of children with autism in individual institution is lower than in private non-enterprise organization and in public institution.9. There is not any great different in the teachers'professional identity of children with autism in different pre-service specialized filed.Through above conclusions, the following suggestions are put forward:l.to break the traditional education model of special education teachers, and formulate open education model 2.to provide all kinds of supports 3.to use incentive measures.