Teacher Education on GT 15 - Anped’s Special Education (2011-2017) between Dialogues and (New) Clues

ABSTRACT: This paper analyzes the scientific production about Teacher Education on the Work Group 15 (known as GT 15) - Special Education presented at the National Association of Postgraduate Studies and Research in Education (ANPEd) from 2011 to 2017. For this purpose, the abstracts of the communications and posters presented in the pages of the national editions of the event were consulted. Nineteen studies found were read and organized in axes: Initial education, Continuing education, Lifelong education and Analysis of policies and training proposals. The initial observations showed the growth of the theme on GT 15, the return of research on initial education and the incorporation of autobiographical narratives. There is a variety of methodological procedures on the studies: focal groups, interviews, questionnaires, and documental analysis. About the propositions, it is possible to highlight: teaching undergraduate studies have been based on localized actions; the knowledge produced collectively in continuing education is appreciated; the ways in which daily experiences and work conditions impact on teacher education are recognized; the political speech and the training proposals invest in self-management/self-investment skills, value continuing education over the initial education, and honor a technical know-how. It is considered the need for research that addresses the initial teacher education who works in the Specialized Educational Service, the construction of knowledge on the experience and the training process in teaching undergraduate courses, and works that reflect on the role of theory in continuing education in Special Education.摘要：本文针对2011年至2017年全国教育研究生研究与学术协会（ANPEd）年会中，第15工作组（GT 15）——特殊教育板块所呈现的教师教育领域学术成果展开分析。为此，本文检索并梳理了该年会各届国内场次中提交的口头报告与海报论文的摘要文本。经筛选纳入的19项相关研究，被按照四大研究维度进行整理与分析：职前教育、在职继续教育、终身教育，以及政策与培训方案分析。初步观测结果显示，GT 15板块中该主题的研究数量呈增长态势，职前教师教育相关研究重回研究视野，且自传式叙事研究方法得以纳入研究范畴。上述研究采用了多元研究方法，包括焦点小组、访谈、问卷调查与文献分析。针对研究提出的核心主张，可归纳为以下几点：本科层次的教师教育教学均基于本地化实践活动；在职继续教育中集体生成的知识得到高度重视；日常经验与工作环境对教师教育的影响机制得到学界认可；相关政策表述与培训方案均聚焦于自我管理/自我投资能力的培养，更侧重在职继续教育而非职前教育，并推崇技术型专业技能。本研究认为，未来仍需开展以下方向的研究：面向特殊教育专门服务机构从业者的职前教师教育研究、本科教师教育课程中基于实践经验与培训流程的知识体系构建研究，以及探讨理论在特殊教育继续教育中作用的反思性研究。