Theoretical innovation and practical path of professional development of preschool integrated education teachers in Guangdong Province, China

摘要

This study focuses on preschool inclusive education teachers in Guangdong Province, China, exploring theoretical innovations and practical pathways for their professional development. Through questionnaire surveys (N=144) and empirical analysis, significant gaps were identified in teachers’ curriculum design capabilities and special education knowledge, with factors such as professional experience and training resources significantly impacting their competencies. Grounded in ecosystem theory, the research constructs a three-dimensional “theory-practice-technology” development model. It proposes intelligent empowerment pathways (AI-assisted diagnosis, VR virtual training) and a collaborative cultivation system (university-kindergarten-special education institution linkage, micro-certification mechanisms), validated through regional pilot projects in Chengdu. The study highlights structural contradictions (e.g., imbalanced student-teacher ratios) and institutional barriers (e.g., lack of certification systems) as key constraints. Policy recommendations include legislative guarantees for professional standards and establishing dedicated funding. Future research directions involve interdisciplinary applications of neuroscience, localization of international practices, and deeper integration of intelligent technologies.