Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

Abstract

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 article 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 article with some practical recommendations to aid the future development of special teacher education.

Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China

“…By considering both social support and professional identity, students and teachers can feel more encouraged and confident, become more involved, and consequently enhance their ASE. Special education is an integral part of the education system and because of the special needs of students with disabilities, special education teachers require higher expertise and skills than regular teachers (Wang and Mu, 2014). Therefore, preservice teachers in China should be provided with social support in order to promote their professional commitment.…”

“…In addition, previous studies have focused mainly on Western European countries and the United States, but research in China, especially on preservice special education teachers, has been lacking. The training of preservice special education teachers in China puts more focus on theory than practice (Wang and Mu, 2014), whereas in the United States more attention is paid to practical experience (Cornelius and Nagro, 2014). The differences in training styles may affect the psychological state of preservice teachers.…”

“…Teacher education has long played an intuitive and important role in special education. At present, the preservice education of special education teachers in China is carried out mainly by normal colleges specializing in special education teacher education and normal universities offering special education courses (Wang and Mu, 2014). Currently, more than 50 such specialized educational institutions can be found throughout the country, most of which have been established since 2000 (Wang and Mu, 2014).…”

“…At present, the preservice education of special education teachers in China is carried out mainly by normal colleges specializing in special education teacher education and normal universities offering special education courses (Wang and Mu, 2014). Currently, more than 50 such specialized educational institutions can be found throughout the country, most of which have been established since 2000 (Wang and Mu, 2014). Meanwhile, in the United States, a variety of incubator programs, such as four-year teacher preservice programs and alternative routes, among others, have been established (Sindelar et al, 2010).…”

Are our Special Education Students Ready for Work? An Investigation of the Teaching of Job-related Social Skills in Northern Taiwan

“…Special education teachers are widely recognised to play a leading role in teaching individuals with disabilities (Wang & Mu, 2014). In this respect, special education teachers have the potential to enhance the employability of students with disabilities when these teachers engage in facilitiating the provision of job-related social skills for these students.…”