ISSN: 2226-6348
Open access
Pre-service teachers' attitudes toward inclusive education are the key to the success of inclusive education and an essential factor in improving the quality of inclusive education. In order to understand the current status of research on pre-service teachers' attitudes toward integrated education in China, the literature analysis method was used to sort out the relevant studies on pre-service teachers' attitudes toward inclusive education in China. Through the results of the literature review, it was found that pre-service teachers' attitudes toward integrated education were generally positive, some teachers had negative attitudes, and some teachers rejected special education students. Factors that influence teachers' attitudes toward inclusive education include the type of student disorder, teachers' knowledge, and experience with children with special needs, among others. The current research suffers from a wide range and lack of depth of research, lack of uniformity, and few actionable responses.Future research suggests that it should be explored by expanding the group of research subjects, strengthening the combination of qualitative and quantitative aspects, enhancing the depth of research, and digging into the essence behind the phenomenon.
Brandes, J. A., & Crowson, H. M. (2009). Predicting dispositions toward inclusion of students with dis-abilities: The role of conservative ideology and discomfort with disability. Social Psychology of Education, 12(2), 271–289. https:// doi. org/ 10. 1007/ s11218- 008- 9077-8.
Braksiek, M., Groben, B., Rischke, A., & Heim, C. (2019). Teachers’ attitude toward inclusive physical education and factors that influence it. German Journal of Exercise and Sport Research, 49(1), 27-36.
Butakor, P. K., Ampadu, E., & Suleiman, S. J. (2018). Analysis of Ghanaian teachers attitudes toward inclusive education. International Journal of Inclusive Education,1-16.https://doi.org/10.1080/13603116.2018.1512661.
Chen, H., & Chen, L. (2017). An investigation study of preschool undergraduate students' attitudes toward attending classes with students - A case study of two universities in Sichuan Province. Journal of Sui hua College (10), 140-144.
Chen, L., Zhao, W., & Wei, X. J. (2020). The relationship between proactive personality and inclusive education apprehension among kindergarten teacher students: the mediating role of inclusive education efficacy and attitude. Journal of Special Education in China, (10),64-70.
Chen, G. H., & Li, M. F. (2019). A review of international research on inclusive teacher education models - a meta-analysis based on the literature of the last 10 years. Special Education in China (08), 21-27. doi: CNKI: SUN: ZDTJ.0.2019-08-005.
Cheng, M. F., & Jiang, N.N. (2023). Inclusive education competencies and cultivation of excellent teachers in the new era. Journal of Suihua College (01), 106-110.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://doi.org/10.1080/13603110903030089.
Desombre, C., Lamotte, M., & Jury, M. (2019). French teachers’ general attitude toward inclusion: The indirect effect of teacher efficacy. Educational Psychology, 39(1), 38–50. https:// doi. org/ 10. 1080/01443 410. 2018. 1472219.
Fan, W. J., Zhang, W. X., & Wang, Y. (2022). International experiences and insights of pre-service teachers' inclusive education programs. Special Education in China (05), 80-87.
Feng, Y., Deng, M., & Zhou, C. Y. (2015). Attitudes of general kindergarten teacher training teachers toward preschool children with special needs receiving inclusive education: A case study and insights. Journal of Shaoxing College of Arts and Sciences, (2), 97-103.
Feng, Y. J. (2014). A study on core professionalism of teachers who attend classes. Special Education in China (01), 4-9+23.
Forlin, C., Cedillo, I. G., Romero?Contreras, S., Fletcher, T., & Hernandez, R. H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of inclusive education, 14(7), 723-739.
Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3).
Gao, L. (2019). Research progress and insights on attitudes toward integrated education in mainland China. Journal of Sui hua College (07), 19-23.
Gu, D. L. (2021). A survey study of undergraduate teacher education students' attitudes toward inclusive education. New Curriculum Studies (S1), 34-37.
He, H. (2022). A study on pre-service teachers' external and implicit attitudes toward children with autism (Master's thesis, Northwest Normal University). http://222.206.187.253:80
Hua, G. (2003). Strengthening special education research to promote the development of classroom learning. Modern Special Education (04), 21-22. doi: CNKI: SUN: XDTS.0.2003-04-008.
Li, X., Chen L. B., & Zhang, F. Q. (2019). A study on the attitudes and influencing factors of general primary and secondary school teachers towards integrated education--a survey based on 632 primary and secondary school teachers in Luohu District, Shenzhen. Modern Special Education (16), 60-67.DOI: China. Com: XDTS.0.2019-16-011.
Lim, S. M.-Y., Wong, M. E., & Tan, D. (2014). Allied educators (learning and behavioural support) in Singapore’s mainstream schools: First steps towards inclusivity? International Journal of Inclusive Education, 18(2), 123–139.
Liu, Y. L. (2019). A study on pre-service teachers' attitude towards inclusive education (Master's thesis, Jinan University). http://222.206.187.253:80
Lu, M., Xin, W. H., & Liu, T. (2021). The effect of kindergarten teachers' sense of organizational support on attitudes toward integrated education: the chain mediating role of competency and sense of efficacy in integrated education. Journal of Special Education in China, (12),10-15+27.
Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534.
Niu, W. Y. (2022). A new paradigm for embracing individual differences: Integrated education. Psychological Publishing Co.
Opoku, M. P., Cuskelly, M., Pedersen, S. J., & Rayner, C. S. (2021). Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana. European Journal of Psychology of Education, 36(3), 673-691.
Peng, T. (2010). A study of pre-service general elementary teachers' attitudes toward inclusive education in the United States (Master's thesis, Huazhong Normal University). http://222.206.187.253:80
Piao, Y. H. (2004). Inclusion and accompanying classroom learning. Educational Research and Experimentation (04), 37-40.DOI: CNKI: YJSY.0.2004-04-009.
Qu, J. (2020). Research on the relationship between pre-service teachers' self-efficacy of inclusive education and attitudes toward inclusive education (Master's thesis, Jinan University). http://222.206.187.253:80.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European journal of special needs education, 27(1), 51-68.
Shi, M. L., & Chen, M. Y. (2017). A survey study on general teachers' attitudes towards integrated education in Guangdong Province. Journal of Changchun University (07), 106-111.DOI: CNKI: Sunday: CDXB.0.2017-07-023.
Skuller, J. B. (2011). Teacher efficacy, teacher burnout, and attitudes towards students with autism. University of Louisville.
Sun, L. S., & Du, F. E. (2013). Research on the integrated education view of undergraduate normal university students. Journal of Tangshan Normal University (02), 93-96. doi: CNKI: SUN: TSSF.0.2013-02-031.
Vanderpuye, I., Obosu, G. K., & Nishimuko, M. (2018). Sustainability of inclusive education in Ghana: Teachers attitude, perception of resources and perception of possible impact on pupils. International Journal of Inclusive Education, 1-13.https://doi.org/10.1080/13603116.2018.1544299.
Vogiatzi, X. A., Charitaki, G., & Kourkoutas, E. (2021). Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers. Technology, Knowledge and Learning, 1-17.
Wan, L. L. (2005). A survey of undergraduate teacher trainees' attitudes toward attending classes. Chinese Special Education (01), 28-31.
Wang, Y., Song, X. Y., Ma, X., Ma, M. J., & Wang, T. Z. (2023). The effects of social support, self-efficacy of integrated education teachers and professional background in special education on attitudes toward integrated education: moderated mediation. Chinese Special Education Journal (03), 11-18+38.
Wang, G. H., & Zhao, J. (2019). An investigation of preschool teacher trainees' attitudes toward attending classes with special children. Journal of Ningbo College of Education (04), 111-113+117. doi: 10.13970/j.cnki.nbjyxyxb.2019.04.029.
Wang, X. S., Wang, X. W., & Ren, Y. C. (2022). Analysis of the characteristics and relationship between empathy, social responsibility and attitudes toward integrated education among teacher-training students in elementary education. Modern Special Education (08), 70-76.
Wang, Y., Huang, L., Wang, Y., & Zhang L. L. (2018). Analysis and Prospects of Research on Inclusive Education Literacy of Teachers Attending Classes in China. Teacher Education Research (01), 26-32. doi: 10. 13445 /j. cnki.t.e.r.2018.01.005.
Xie, M. M. (2019). A study on the attitude of teacher-training students in general schools toward inclusive education. Journal of Science and Education (Upper Edition) (01), 186-187+190. doi:10.16400/j.cnki.kjdks.2019.01.088.
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229.
Yang, M., & Lu, W. C. (2021). A study of preschool teachers' attitudes toward preschool integrated education. Journal of Education (2nd half) (04), 47-51.
Yang, Q., & Jia, C. J. (2019). An investigation study on the attitudes of primary education teacher trainees towards integrated education for children with disabilities - A case study of Hangzhou Normal University. Education Observation (02), 8-12. doi:10.16070/j.cnki.cn45-1388/g4s.2019.02.003.
Zhong, Y. (2021). The effect of social support on general teachers' attitudes toward integrated education: the mediating role of integrated education efficacy (Master's thesis, Shaanxi Normal University). https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202301&filename=1021136666. nh
Zhu, N., & Lei, J. H. (2014). Research on the development of special education competence of free teacher training students in the context of integrated education. China Special Education (02), 29-35.
In-Text Citation: (Nana & Mamat, 2023)
To Cite this Article: Nana, J., & Mamat, N. (2023). A Review of Research Related to Pre-service Teachers’ Attitudes toward Inclusive Education in China. International Journal of Academic Research in Progressive Education and Development, 12(2), 2323–2333.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode