Research on Pathways and Models for Preschool Inclusive Education Teachers Professional Development Guided by Core Competencies

Abstract

This study constructs a Three-Dimensional Four-Tier model for preschool inclusive education teacher development, identifying
three critical challenges: imbalanced professional competencies, fragmented support systems, and professional identity crises. Innovatively
proposing the U-G-K Collaborative Development Model, it integrates university-government-kindergarten partnerships through dual mentorship systems and modular training programs. The solution establishes regional resource centers and AI-powered evaluation platforms to
optimize support networks, while implementing a Growth Ladder Program and academic communities to activate intrinsic motivation. This
research transcends conventional training paradigms by creating a systematic, intelligent teacher development ecosystem, providing an operational framework that advances educational modernization through mechanism innovation, technological empowerment, and sustainable
motivation strategies.