Inclusive education programs are crucial for the development of preschool education in China. The effectiveness of in-service training for inclusive preschool teachers is a key factor in ensuring high-quality inclusive education. However, there are challenges in achieving satisfactory outcomes in in-service training, which hinders the improvement of inclusive education quality. To address this issue, a study was conducted to analyze the impact of pre-service education on the effectiveness of in-service training for inclusive preschool teachers in China.
The study involved 404 preschool educators who underwent comprehensive training encompassing both pre-service and in-service inclusive education components. Through latent profile analysis, the study identified three distinct categories of in-service training effectiveness: low-efficiency, medium-efficiency, and high-efficiency. Further analysis revealed that specific factors within pre-service education significantly influenced educators’ classification into the medium or high-efficiency categories during in-service training.
The study highlighted the importance of pre-service education components such as courses on educational diagnosis, individualized education programs, teacher trainers’ professional competence, practical experience in inclusive education settings, and the availability of teaching resources in universities. These elements were found to contribute significantly to educators’ training effectiveness during in-service programs.
The findings underscore the need for a more integrated approach to teacher professional development, emphasizing the seamless transition between pre-service education and in-service training. By aligning pre-service education with the requirements of in-service training and ensuring that educators receive the necessary support and resources, the quality of inclusive preschool education can be significantly enhanced.
The study’s insights offer valuable guidance for educational policymakers and institutions in optimizing teacher preparation programs and promoting the effective integration of pre-service and in-service training for inclusive preschool educators. By addressing the identified factors and enhancing the alignment between pre-service and in-service education, the overall quality of inclusive education programs can be improved, ultimately benefiting both educators and students in inclusive preschool settings.
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