A Survey On The Professional Competence Of Full-time Teachers Of Hearing Impaired Students

With the in-depth development of special education in China,a well-structured and high-quality special education teaching team is an important guarantee for the cause of special education and the promotion of the personality development of special children.As an important part of the special education teaching team,the Professional Standards for Special Education Teachers(Trial)makes detailed provisions on the professional qualities that special education teachers need to have,and points out the development direction for the training and development of special education teachers in China.The professional ability level of hearing-impaired teachers is directly related to the academic development and healthy growth of hearing-impaired children,so promoting the professional development of hearing-impaired teachers to build a team of special education teachers with excellent professional qualities is an important step in the development of special education in China.In this study,57 hearing-impaired teachers from H Special Education Schools were selected as survey subjects to explore the ability of hearing-impaired teachers in environment creation and utilization,education and teaching design,organization and implementation,motivation and evaluation,communication and cooperation ability,and Hainan Province.Reflect on the performance and existing problems in terms of development ability,and explore improvement strategies according to the actual situation.The results show that the professional ability of hearing-impaired teachers in Hainan Province basically meets the requirements of the "Professional Standards for Special Education Teachers(Trial)",but there are many problems such as unbalanced development,the reasons are divided into internal and external analysis,the imperfect access system,the training content is out of reality,and the limited pre-service training are external factors,and the weak awareness of teachers’ promotion and the unmet needs of low-level are internal factors.Finally,suggestions were put forward to improve the top-level design,strengthen system guidance,standardize pre-service and post-service training,create a learning atmosphere,lead teachers’ professional development,build a suitable ecological environment,enhance teachers’ sense of subjectivity,and forge a variety of abilities.