From Regular Education Teachers to Special Educators: The Role Transformation of Resource Room Teachers in Chinese Inclusive Education Schools
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| Title: | From Regular Education Teachers to Special Educators: The Role Transformation of Resource Room Teachers in Chinese Inclusive Education Schools |
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| Language: | English |
| Authors: | Zhengli Xie (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(6):857-874. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Resource Room Programs, Special Education Teachers, Teacher Role, Inclusion, Role Conflict, Students with Disabilities, Regular and Special Education Relationship, Elementary Secondary Education |
| Geographic Terms: | China (Beijing) |
| DOI: | 10.1080/13603116.2021.1968516 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectations and then to being professionalised as special educators with self-determination. They struggled with multiple roles, felt marginalised and deprofessionalised, and were dominated by a categorical perspective serving students with special educational needs. Moreover, clearly authorised full-time positions, professionalisation, administrative support, and attitudes towards inclusive education were found to be key determinants in RRTs' successful role transformation. The present study concludes that RRTs should be empowered with clear expectations of their roles and responsibilities to lead inclusive education practices in schools and guarantee a stable professional status via sustainable training. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423611 |
| Database: | ERIC |
| Abstract: | This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectations and then to being professionalised as special educators with self-determination. They struggled with multiple roles, felt marginalised and deprofessionalised, and were dominated by a categorical perspective serving students with special educational needs. Moreover, clearly authorised full-time positions, professionalisation, administrative support, and attitudes towards inclusive education were found to be key determinants in RRTs' successful role transformation. The present study concludes that RRTs should be empowered with clear expectations of their roles and responsibilities to lead inclusive education practices in schools and guarantee a stable professional status via sustainable training. |
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| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2021.1968516 |
