Status Investigation and Improvement Strategies of Integrated Education Literacy among Teachers in Inclusive Kindergartens in Chongqing
Promoting preschool integrated education is a necessary path to ensure educational equity and achieve support for the weak. The integrated education literacy of kindergarten teachers constrains the quality of preschool integrat-ed education. Under the background of China's insistence on the unified development of inclusive and high-quality preschool education,it is imperative to enhance the integrated education literacy of inclusive kindergarten teachers. Through a self-designed questionnaire sampling survey,it was found that the teachers in inclusive kindergartens in Chongqing have the best professional concepts and attitudes towards inclusive education,but lack professional abili-ties and knowledge in inclusive education. And there are significant differences in teachers' educational literacy in terms of education background,teaching experience,kindergarten nature,and related training and learning. Based on this,such suggestions are put forward:strengthening top-level design and formulate institutional regulations for inclusive kindergarten teachers to implement integrated education;deepening research and training,and provide multi-channel support to enhance the teachers' integrated education literacy;building a collaborative community to support the sustainable development of teachers' integrated educational literacy.
万方数据
维普
