From intuition to professionalism: the construction of a dynamic evaluation model for special education literacy of teachers in general schools

Tong-Yao Jin; Nani Zeng

doi:10.54254/3049-7248/2026.35399

Abstract

As inclusive education expands globally, general school teachers face systemic challenges in bridging the gap between classroom realities and mandated professional competencies. Using a qualitative grounded theory design, this study decodes the developmental trajectory of special education literacy among general school teachers. Data were generated through theoretical sampling, comprising in-depth interviews with eight teachers across diverse regional contexts and a focus group with seven educational stakeholders; the theoretical saturation of the emerging model was rigorously verified via constant comparative analysis. The findings conceptualize a three-stage developmental continuum—progressing from intuitive experience to professional practice, and ultimately to reflective professionalism—cross-cut by five dynamic dimensions: cognitive appraisal, instructional practice, institutional support, home–school collaboration, and professional learning. Crucially, the study uncovers a structural decoupling within this trajectory, conceptualized as the "Instructional Substitution Effect", wherein teachers' technical deficits compel a reliance on defensive behavior management over substantive differentiated instruction. By addressing this "practice-ahead-of-cognition" asymmetry, this study advances inclusive pedagogical theory and provides a diagnostic blueprint for designing localized, scaffolded teacher professional development and structural school support eco-systems.

Keywords: inclusive education , special education literacy , teacher professional development , general school teachers , dynamic evaluation model

Article Information

Received: 4 July 2026

Published: 14 July 2026

DOI: https://doi.org/10.54254/3049-7248/2026.35399

Article Type: Research Article

Cite this article

Jin,T.;Zeng,N. (2026). From intuition to professionalism: the construction of a dynamic evaluation model for special education literacy of teachers in general schools. Journal of Education and Educational Policy Studies,4(4),46-64.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About this Journal

Journal: Journal of Education and Educational Policy Studies

Volume: Vol.4, Issue 4

ISSN: 3049-7248 (Print) / 3049-7256 (Online)

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