Implementation of Inclusive Education Framework in Preservice Teacher Preparation Programs

Abstract

The study was motivated by the global pursuit of educational equity and equality, and the unique challenges of implementing inclusive education in China, a country with a profound educational legacy and rapid modernization. The study aimed to address the research gap of evaluating the adaptability and effectiveness of the current teacher training framework within the Chinese context, offering guidance and references for educational reforms.The study aimed to evaluate the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs in China, and to answer seven research questions related to the profile, perception, and assessment of pre-service teachers.The study employed a descriptive quantitative research method and adopted a descriptive correlational research design. The study concluded that the pre-service teachers had a moderate level of knowledge, skills, attitudes, and beliefs about inclusive education, and that their training and preparation needed to be improved and tailored to the Chinese context. The study also recommended some innovative measures to enhance the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs.