The study aimed to explore the challenges and potential benefits of online delivery in preparing pre-service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K-12 education system. It employed semi-structured interviews to comprehensively understand the perspectives and experiences of 11 pre-service teachers enrolled in an online teacher education programme. The findings revealed that the participants expressed significant concern about their preparedness to teach students with SEN. They expressed apprehension about the limited opportunities they had during their teacher education programme to learn about and interact with students with SEN. The findings also shed light on the gap between theory and practice, underscoring the importance of contemporary teacher education programmes in re-evaluating their curricula to address the emerging needs of both learners and teachers, specifically in the post-pandemic era of COVID-19. Lastly, the study provided implications for practice and suggested future research in this area.

中文翻译：

---

评估在线教师培训计划在准备职前教师以支持阿联酋主流课堂中有特殊教育需求的学生方面的效果：案例研究

该研究旨在探讨在线教学在帮助阿拉伯联合酋长国（UAE）的职前教师做好包容性教学方面的挑战和潜在好处。该研究专门考察了他们在 K-12 教育系统中为有特殊教育需要 (SEN) 的学生提供帮助的准备情况。采用半结构化访谈的方式，全面了解 11 名参加在线教师教育项目的职前教师的观点和经验。调查结果显示，参与者对自己教授有特殊教育需要的学生的准备情况表示严重担忧。他们对在教师教育计划中了解有特殊教育需要的学生并与他们互动的机会有限表示担忧。研究结果还揭示了理论与实践之间的差距，强调了当代教师教育项目在重新评估其课程以满足学习者和教师新出现的需求方面的重要性，特别是在 COVID-19 大流行后时代。最后，该研究提供了实践启示，并提出了该领域未来的研究建议。