Abstract—This study investigated the effect of reflective teaching on the inclusive professional competence of in-service preschool educators. Utilizing a quasi-experimental design, 44 participants enrolled in a "Preschool Inclusive Education" course at a private university in northern Taiwan were examined. Reflective teaching was implemented as the primary instructional approach throughout the course. Data was collected through structured questionnaires and semi-structured interviews to assess changes in participants' professional competencies. The results indicated statistically significant improvements across six dimensions: attitudes toward inclusion, curriculum and instructional design, classroom management, work-related stress, access to teaching resources, and self-efficacy. These findings suggest that reflective teaching serves as an effective pedagogical strategy for enhancing preschool caregivers' competence in inclusive education. The study underscores the value of integrating reflective practice into professional development programs to support the ongoing transformation of beliefs and practices necessary for inclusive early childhood settings. 
 

Keywords—reflective teaching, preschool inclusive education, preschool caregivers, attitude toward inclusion, knowledge of preschool education, professional development

Cite: Li-Chu Chen and Hsiou-Wen Yang, "A Study on Reflective Teaching in Early Childhood Inclusive Education among Preschool Caregivers," International Journal of Learning and Teaching, Vol. 11, No. 6, pp. 386-390, 2025.

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