A Study of Teachers’ Professional Quality and Professionalisation Standards under the Concept of Inclusive Education

DOI

10.2991/978-2-38476-214-9_64How to use a DOI?

Keywords

Inclusive education; profession; quality

Abstract

This research aims to explore the role of teachers within the framework of inclusive education. The study focuses on enhancing teachers’ professional quality to better meet the needs of diverse student populations. The authors first introduce the fundamental concept of inclusive education, emphasizing the importance of diversity and equity within the education system. Subsequently, the paper delves into teachers’ professional quality, encompassing aspects such as knowledge, skills, attitudes, and values. The research also addresses professionalization standards, which can assist teachers in improving their professional standing and providing enhanced support. In conclusion, the study underscores the significance of elevating teachers’ professional quality in the context of inclusive education and highlights the roles of educational institutions and policymakers in this regard. This research provides valuable insights for promoting inclusive education and enhancing teachers’ professional standards to better serve a variety of students’ needs.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yang Wu
PY  - 2024
DA  - 2024/02/21
TI  - A Study of Teachers’ Professional Quality and Professionalisation Standards under the Concept of Inclusive Education
BT  - Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023)
PB  - Atlantis Press
SP  - 530
EP  - 536
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-214-9_64
DO  - 10.2991/978-2-38476-214-9_64
ID  - Wu2024
ER  -