Recognition of the Personal Quality Model and the Collaborative Model in the Career of Teachers in Special Needs Education Schools for Children with Physical Disabilities

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  • 肢体不自由特別支援学校教師の教職キャリアにおける個業性と協働性の認識
  • シタイ フジユウ トクベツ シエン ガッコウ キョウシ ノ キョウショク キャリア ニ オケル コギョウセイ ト キョウドウセイ ノ ニンシキ

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Abstract

<p>This study aimed to explore the shifting recognition of teachers’ professionality in special needs education schools for children with physical disabilities during their teaching careers. Using the personal quality model and the collaboration model as theories of teacher professionality, the career history of veteran teachers was analyzed. The research participants were eight novice or newly appointed teachers who work at schools for children with physical disabilities. Each of these teachers faced difficulties in communicating with children with physical disabilities and teaching Jiritsu-Katsudo, a unique instructional field of special needs education schools during their first term. These teachers strongly exhibited traits of the personal quality model due to their recognition of the need to improve their own knowledge and skills. The research revealed that the weight of recognition of professionality shifted to the collaboration model when the role of the school organization changed to increase knowledge and skills based on teaching experience. As all participants were influenced by their colleagues, it is suggested that cooperation with colleagues is related to teacher development. Future research should examine the professionality of teachers in schools for children with physical disabilities by comparing these schools with other types of schools.</p>

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