Promoting teachers teaching in regular classrooms to actively practice inclusive education is an important initiative to practice educational equity and modernize special education.Using narrative research method and the Situational Interactionism as the framework,this paper analyzes the action course of inclusive education of novice teachers teaching in regular classrooms and finds that they present two different results:active practitioners who are flying in adversity and those who are stuck in difficulties and willing to be mediocre.This is a process of interaction between individual characteristics and environmental field.Further analysis shows that teachers are active practitioners of inclusive education under the joint effect of educational emotions,psychological capital and school support;and negative practitioners,when they lack both psychological capital and resources.It is suggested that the quality of inclusive education should be improved through the establishment of a platform for continuous professional development for novice teachers,the construction of an all-round support system based on the school's cultural context,and the active awakening of teachers'educational emotions and the accumulation of their psychological capital.
novice teachers teaching in the regular classroominclusive educationnarrative inquiry
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