Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability.
Objectives: This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods: A qualitative research design was employed. Semi-structured interviews were conducted with eight PSE...
| Publicado en: | International Journal of Developmental Disabilities Vol. 72; no. 2; pp. 336 - 351 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192657168&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192657168 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Mar2026 vid: 72 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 192657168 182339854 192657168 192657168 10.1080/20473869.2025.2452856 192657168 ppf: 336 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability. aug: au: Xin, Weihao Ye, Jingwen Zhang, Zhenzhen affil: Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China sug: subj: Students with Disabilities Psychosocial Factors Intellectual Disability Education Teachers Psychosocial Factors Education, Special Severity of Illness Human China Child Qualitative Studies Semi-Structured Interview Learning Environment Data Analysis Software Thematic Analysis Funding Source Student Placement Learning Health Beliefs Psychology, Educational Psychomotor Performance Child: 6-12 years ab: Objectives: This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods: A qualitative research design was employed. Semi-structured interviews were conducted with eight PSETs and analysed using inductive thematic analysis. Results: The findings revealed four key themes in PSETs' beliefs about students with MSID: educational placement, approaches to learning, priority development areas, and growth in abilities. These beliefs ranged from limiting to constructive, forming either nested or divergent belief systems. Conclusions: This study sheds light on the diverse belief systems of Chinese PSETs regarding students with MSID. The complexity of these belief systems underscores the need for targeted teacher education programs designed to foster more constructive beliefs, thereby promoting effective teaching practices and improving educational outcomes for students with MSID. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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