Status, influencing factors and paths on professional identity of special education teachers-Reference-Cited by-同舟云学术

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Status, influencing factors and paths on professional identity of special education teachers

Published:2024-02-20 Issue: Volume: Page:1-14
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Hong Ming¹²^ORCID

Affiliation:

1. Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang, China

2. Department of Psychology of Lingnan Normal University & key Laboratory of Psychological Assessment and Rehabilitation for Exceptional Children, Zhanjiang, China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2024.2318614

Reference29 articles.

1. Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

2. Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities

3. An Investigation Into Special Education Teachers’ Career Identity and Job Satisfaction;Chai J.;Chinese Journal of Special Education,2014

4. Research on the Development of Special Education in Guangdong Province;Chen X. M.;Education Exploration,2016

5. Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China

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