Revisiting the trajectories of special teacher education in China through policy and practice

Wang, Yan & Mu, Guanglun Michael (2014) Revisiting the trajectories of special teacher education in China through policy and practice. International Journal of Disability, Development & Education, 61(4), pp. 346-361.

View at publisher


The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This paper aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy making, its history of development, and its strategies and challenges. Finally, we conclude our paper with some practical recommendations to aid the future development of special teacher education.

Impact and interest:

8 citations in Scopus
Search Google Scholar™
9 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

7 since deposited on 07 Oct 2013
1 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 63167
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 08 May 2015.
The embargo on the accepted manuscript version will expire on 07 November 2016
Keywords: special education, special teacher education, disability, China
DOI: 10.1080/1034912X.2014.955792
ISSN: 1034-912X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 Taylor & Francis
Copyright Statement: This is an Author's Accepted Manuscript of an article published in International Journal of Disability, Development & Education 08 May 2015. Copyright Taylor & Francis, available online at:
Deposited On: 07 Oct 2013 23:37
Last Modified: 07 Dec 2016 08:03

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page