An enquiry into the professional competence of inclusive education teachers in Beijing: attitudes, knowledge, skills, and agency
Date
2015
Authors
Mu, G.M.
Wang, Y.
Wang, Z.
Feng, Y.
Deng, M.
Liang, S.
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International Journal of Disability, Development and Education, 2015; 62(6):571-589
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Abstract
Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classroomsan idiosyncratic Chinese form of inclusive education. Our mixed methods study reveals that agency is the fourth pillar of the professional competence for inclusive education teachers in Beijing, China. Results from comparative analysis indicate that the level of teachers' agency is significantly lower than that of their attitudes, knowledge, and skills. We offer some implications for policy and practice in inclusive education.
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Copyright 2015 Taylor & Francis