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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
Language: English
Authors: Zhengli Xie (ORCID 0000-0003-3788-9811), Meng Deng (ORCID 0000-0002-7148-9101), Zhiyong Zhu
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
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  Data: From Regular Education Teachers to Special Educators: The Role Transformation of Resource Room Teachers in Chinese Inclusive Education Schools
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  Data: <searchLink fieldCode="AR" term="%22Zhengli+Xie%22">Zhengli Xie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3788-9811">0000-0003-3788-9811</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meng+Deng%22">Meng Deng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7148-9101">0000-0002-7148-9101</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhiyong+Zhu%22">Zhiyong Zhu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(6):857-874.
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  Data: 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
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  Data: 18
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Room+Programs%22">Resource Room Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Conflict%22">Role Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China+%28Beijing%29%22">China (Beijing)</searchLink>
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  Data: 10.1080/13603116.2021.1968516
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  Data: 1360-3116<br />1464-5173
– Name: Abstract
  Label: Abstract
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  Data: 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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        Value: 10.1080/13603116.2021.1968516
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      – Text: English
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        PageCount: 18
        StartPage: 857
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Special Education Teachers
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      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Role Conflict
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: China (Beijing)
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      – TitleFull: From Regular Education Teachers to Special Educators: The Role Transformation of Resource Room Teachers in Chinese Inclusive Education Schools
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