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This research aims to explore how inclusive education professional learning influences teachers' inclusive teaching practices in China.

Beyond ‘mere placement’: how inclusive education professional learning translates into inclusive teaching in China's regular classrooms

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Randomized trial examines the impact of professional learning on inclusive teaching, suggesting pathways for effective teacher development.

This research aims to explore how inclusive education professional learning influences teachers' inclusive teaching practices in China.
Data from the OECD Teaching and Learning International Survey (TALIS) 2024 (N=2,570) was analyzed.
A moderated mediation model was tested where self-efficacy mediates and teacher collaboration moderates the professional learning-teaching relationship.
Control variables included gender, age, years at current school, and target class size.
Professional learning was positively associated with inclusive teaching practices.
Self-efficacy partially mediated this relationship, accounting for 64.15% of the total effect.
Teacher collaboration amplified the effect of professional learning on self-efficacy, but did not influence the relationship from self-efficacy to practice.

Mengting Qian (2026) studied this question.

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Randomized trial examines the impact of professional learning on inclusive teaching, suggesting pathways for effective teacher development.