Feeling Happiness In Tribulation,savoring Happiness In Commonness-a Narrative Study On The Professional Happiness Of A Newly Built "Transfer Teacher"

Special education teachers are an important part of special education.Building a high-quality and benevolent team of teachers is the premise to ensure the orderly development of special education.In most of the intelligence training schools in Yunnan Province,there is a common phenomenon that some teachers are transferred from ordinary schools to special schools as a supplement due to the lack of teacher resources.These teachers transferred from ordinary schools to special schools are called “transfer teachers”.L intellectual training school is located in G District,K City,Yunnan Province.As a new intellectual training school established in response to the national “11th Five Year Plan” for the construction of special education schools in the central and western regions(2008-2010),in a short period of time,the teachers can not reach the normal proportion,and the emergence of transfer teachers just makes up for the shortage of teachers and the low level of teaching in the new intellectual training school 。 In the new environment,the transferred teachers also take on the mission of teaching and educating people,but in the lower social status and professional identity,the public opinion requires the transferred teachers to have higher professional quality,which makes the transferred teachers have a strong sense of career frustration and burnout in the early stage of the transfer.Therefore,it is urgent to improve the occupational well-being of transferred teachers.This study mainly adopts narrative research method,selects a teacher from a new school for mental retardation as the research object,and supplemented by in-depth interviews and observation to collect data related to the research object.Through the analysis of a series of stories happened in the process of job transfer,this paper reflects the factors that affect the job transfer teachers’ professional well-being,and makes suggestions for improving the job transfer special education teachers’ professional well-being.It is found that,although the transferred teachers have rich teaching experience before the transfer,they are influenced by social factors,teachers’ education system factors,mental education school environment factors and their own professional identity of special education teachers.In different periods of transfer,they show different professional well-being.Based on the time clues,this study divides the narrative of teacher M’s occupational well-being into four parts: Chapter One: admission.The reason for Ms.M’s transfer is that she wants to transfer to a school near her home.The third chapter: continuous presence.Although most of the teachers transferred from the same group chose to changetheir posts again because they could not adapt to the environment and requirements of the special school,teacher m chose to feel happy in the “Tribulation”,accept everything of the special children,constantly improve his professional level,and integrate into the family of the school;Chapter IV: always present,taste happiness in the ordinary.This chapter mainly describes the current situation and influencing factors of job transfer teachers’ occupational well-being.The researchers put forward the following suggestions on how to improve the professional happiness of the transferred special education teachers: at the social level,we should strengthen the publicity of the knowledge and culture of special education,promote the spirit of respecting teachers and valuing the traditional virtues of teaching in the community;teachers themselves should improve the level of specialization and enhance the sense of professional achievement.With the help of the old experience,we can transition to a new identity and enjoy special education.