Professional ethics development view of special education teachers

The work values of special education teachers are a complex structural system.

Value Orientation of Special Education Work

The value orientation of special education teachers to work is manifested in their cognition of special education work and their value judgment on the relationship between themselves and work, which mainly includes three orientations: occupation, career and inspiration. [1] Professional teachers regard special education as a better means to ensure their lives than other jobs, and the primary purpose of their work is to achieve economic returns and meet the needs of life; Professional teachers pay more attention to their own progress and achievements in teaching and hope that their abilities will be recognized; Inspirational people regard special education as an indispensable part of life and think that special education has full moral significance and social value, which can make the world a better place.

The author conducted a questionnaire survey on 95 teachers in Dalian Special Education School by using the Self-evaluation Questionnaire on the Relationship between People and Work. Among them, 24.2% teachers hold professional orientation; 265,438+0.65, 438+0% teachers hold professional orientation; 35.8% of teachers are inspired. These typical work orientations show that special education teachers are influenced by invisible social inspiration in social expectation, and special education teachers experience the value of special education work in the process of giving love. However, under the pressure of reality, some people just regard work as a means to make a living. In addition, there are 18.9% teachers who have crossed the profession and inspiration. The reason is that teachers have contradictions in measuring the value of special education. For example, they not only think that special education is of great significance intellectually, but also want to jump out of the line of teaching under the pressure of reality.