An enquiry into the professional competence of inclusive education teachers in Beijing: Attitudes, knowledge, skills, and agency
Mu, Guanglun Michael, Wang, Yan, Wang, Zhiqiang, Feng, Yajing, Deng, Meng, & Liang, Songmei (2015) An enquiry into the professional competence of inclusive education teachers in Beijing: Attitudes, knowledge, skills, and agency. International Journal of Disability, Development and Education, 62(6), pp. 571-589.
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 Classrooms—an 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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|Item Type:||Journal Article|
|Keywords:||inclusive education, Learning in Regular Classroom, China, professional competence, agency|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2015 Taylor & Francis|
|Deposited On:||01 Sep 2015 04:24|
|Last Modified:||20 Oct 2015 21:57|
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