当前我国融合教育推进及随班就读实践的开展对师资队伍的专业发展提出了新的挑战。资源教师是特殊教育师资队伍的重要组成部分，其专业能力的发挥将有效提升融合教育实践的整体质量，并切实促进特殊儿童的发展。

本研究关注资源教师为支持特殊儿童所需要具备的专业素养，并提出三个问题：资源教师专业素养的结构如何？资源教师专业素养的现状如何？资源教师专业素养的影响因素有哪些？为了回答这三个问题，本研究依照如下展开：第一部分为资源教师专业素养模型建构研究，基于混合研究范式，使用目的性抽样、整群抽样等方法获得研究对象，使用文献归纳分析、访谈法以及问卷法进行资料收集，并通过相应的资料分析方法以及相互印证，构建、完善和验证资源教师专业素养的模型结构，形成研究工具；第二部分为现状研究，为量化研究，使用验证后的工具进行素养整体水平和差异状况的测量；第三部分为资源教师专业素养影响因素的实证分析，基于混合研究范式，通过访谈法以及问卷调查，探索资源教师专业素养的影响因素作用及影响程度。

结果显示，基于学习者为中心以及教师促进学习的相关理论，从工作过程分析的角度，所构建的资源教师专业素养为一阶四因素模型，包括“创设发展条件”、“确定儿童需求”、“沟通协作”、“获取使用资源”四个维度，数据结果显示模型拟合较好。

整体来看，资源教师专业素养水平较好，不同维度均值由高到低分别为“沟通协作”“确定儿童需求”“创设发展条件”“获取使用资源”，可以看出资源教师的沟通协作能力水平最高，而获取和使用资源的能力水平最低。在差异特征方面，研究生学历和本科学历的资源教师在确定儿童需求和获取使用资源方面的素养水平显著地高于专科学历的教师。教龄更长的教师其确定儿童需求和沟通协作方面的素养水平显著地高于教龄更短的教师。特殊教育专业背景的资源教师在创设发展条件、确定儿童需求和获取资源面的素养水平显著地高于其他师范专业、学科非师范专业和其他专业，其他师范专业背景的教师在创设发展条件的素养水平显著高于其他专业，心理学专业背景的资源教师在创设发展条件方面的素养水平显著高于学科非师范专业。

资源教师专业素养受到诸多因素影响，按照程度由高到低排列为：政策保障、学校教育资源、教师发展平台、教科研组织、晋升制度、校外专业支持、职前培养、薪酬津贴、领导态度、专业培训、学历、经费投入、职称、教学时长。

研究最后基于结果进行了讨论，并指出为促进资源教师专业发展，应提升资源教师在沟通协作、确定儿童需求、创设发展条件和获取使用资源等方面的需求，从政策、制度、教科研共同体等方面建设完善资源教师专业化发展体系，并针对资源教师异质化程度高的特点提供具有针对性的专业发展支持。

The current promotion of inclusive education and the practice of attending classes in China has posed new challenges to the professional development of the teacher team. Resource teachers are an important part of the special education teaching force, and their professional competence will effectively enhance the overall quality of inclusive education practice and effectively promote the development of children with special needs.

This study focuses on the professional competences that resource teachers need to possess in order to support children with special needs, and asks three questions: What is the structure of resource teachers' professional competences? What is the current state of resource teachers' professional competences? What are the factors that influence resource teachers' professional competences? In order to answer these three questions, this study was conducted as follows: the first part was a study on the construction of a model of resource teachers' professional competences, based on a mixed research paradigm, using purposive sampling, whole group sampling, and other methods to obtain research subjects, using inductive analysis of literature, interview methods, and questionnaires to collect data, and using corresponding data analysis methods and cross-checking to construct, refine, and verify the model structure of resource teachers' professionalism, and form a research instrument. The second part of the study was a quantitative study in which the validated instrument was used to measure the overall level and variation of professional competences. The third part of the study was an empirical analysis of the factors influencing resource teachers' professional competences, which was based on a mixed research paradigm and explored the role and extent of the factors influencing resource teachers' professional competences through the interview method and questionnaires.

The results showed that, based on theories related to learner-centeredness and teacher facilitation of learning, the first-order four-factor model of resource teacher professional competence was constructed from the perspective of work process analysis, including the four dimensions of "creating developmental conditions," "identifying children's needs," "communication and collaboration," and "access to resources," and the data results showed that the model fit well.

Overall, the level of professional competence of resource teachers was good, and the mean values of different dimensions from highest to lowest were "communication and collaboration", "identifying children's needs", "creating developmental conditions" "It can be seen that resource teachers have the highest level of communication and collaboration skills and the lowest level of access to and use of resources. Regarding the characteristics of differences, resource teachers with graduate and undergraduate degrees had significantly higher levels of literacy in identifying children's needs and accessing and using resources than those with specialist degrees. Teachers with more years of teaching experience had significantly lower levels of literacy in identifying children's needs and communicating and collaborating than teachers with less years of teaching experience. Resource teachers from special education backgrounds had significantly higher levels of literacy in creating developmental conditions, identifying children's needs, and accessing resources than teachers from other teacher education majors, subject non-teacher education majors, and other majors; teachers from other teacher education majors had significantly higher levels of literacy in creating developmental conditions. The level of professional competences of resource teachers is significantly higher than that of non-teaching majors.

The professional competences of resource teachers were influenced by many factors, in descending order of influence: policy protection, school educational resources, teacher development platform, textbook research organization, promotion system, external professional support, pre-service training, salary and allowance, leadership attitude, professional training, education, financial investment, job title, and teaching hours.

The study concludes with a discussion based on the results and points out that in order to promote resource teachers' professional development, the needs of resource teachers in terms of communication and collaboration, identification of children's needs, creation of development conditions, and access to use resources should be enhanced, the professional development system of resource teachers should be constructed and improved in terms of policies, systems, and textbook research communities, and targeted professional development should be provided in response to the characteristics of resource teachers' high degree of heterogeneity We also provide targeted professional development support for resource teachers with a high degree of heterogeneity.