A Research On Normal University Students’ Role Cognition And Influencing Factors Of Inclusive Education Teachers

Role cognition,as an essential component of inclusive education literacy for normal university students,plays an important role in cultivating their sense of identity,responsibility,and mission in engaging in inclusive education;It is also important for general normal students to understand the image of inclusive education teachers,carry out and adapt to inclusive education work,and comprehensively promote the high-quality development of inclusive education.Previous studies have mostly focused on the role cognition of in-service general teachers and resource teachers,while few have studied the role cognition of inclusive education of preservice teachers,and even fewer have focused on the influencing factors that affect the role cognition of inclusive education of pre-service teachers.This study takes general normal school students as the research object,explores their cognitive characteristics of the role of inclusive education teachers,and reveals potential factors that affect their cognition of the role of inclusive education teachers,with a view to enriching the research results of pre-service teacher role cognition,and providing a reference basis for promoting the cultivation of inclusive education literacy among normal school students.This study includes two parts.The first part is a study on the role cognition of normal school students towards inclusive education teachers,aiming to compile and test a self-designed questionnaire to explore the cognitive characteristics of normal school students towards inclusive education teachers’ roles.First of all,this study developed a self compiled "General Normal University Students’ Role Cognition Questionnaire for Inclusive Education Teachers",and conducted a trial survey of 309 general normal university students to test the reliability and validity of the self compiled questionnaire;Secondly,the self compiled questionnaire was used to investigate the overall level of 621 normal school students’ cognition of the role of inclusive education teachers,as well as the differences in demographic distribution.The second part is a study on the influencing factors of normal university students’ role cognition of inclusive education teachers.The main method is to interview 20 normal university students to reveal the potential factors that affect their role cognition of inclusive education teachers.The research draws the following conclusions:(1)The general level of normal school students’ cognition of the role of inclusive education teachers is relatively high,and their cognition of curriculum and teaching roles needs to be improved;There are significant differences in role cognition among general normal school students at the individual level(gender,location of the school,nature of the school),at the level of contact with special students(whether they have contact with special students),and at the level of knowledge background in inclusive education(understanding of policies and regulations related to special education,and confidence in engaging in inclusive education).(2)General normal school students’ cognition of the role of inclusive education teachers is influenced by various factors,including individual factors(growth experience,individual characteristics,teachers’ professional values,inclusive education teaching background),student factors(special students,general students),family factors(parental education and guidance,family atmosphere),School factors(curriculum teaching,educational practice,volunteer activities,lectures and training,teachers and classmates)and social factors(social values,public opinion,case promotion for special groups,and Internet resources);The effects of the factors that affect the role cognition of teachers in inclusive education among general normal school students are different,mainly manifested in three factors: the teaching background of inclusive education,special students,and general students,which have a negative impact on the role cognition,while other factors have a positive impact.Based on the above research,this article proposes the following recommendations: First,popularize policies related to inclusive education,and improve normal school students’ awareness of inclusive courses and teaching roles;Secondly,create an ecological atmosphere of inclusive education and promote the role awareness of inclusive education among general normal school students;Third,build a platform for integrating disciplines and courses to enrich the knowledge reserve of inclusive education for general normal school students;Fourth,integrate high-quality practical resources from colleges and universities to enrich the inclusive education experience of general normal school students.