Anchoring links in Chinese pre-service teachers' role beliefs about typically developing students and those with intellectual and developmental disabilities: a metaphorical analysis.

Introduction: Teachers' beliefs are central to shaping inclusive practices, yet evidence remains limited on how pre-service teachers articulate role beliefs in parallel for typically developing students and for students with intellectual and developmental disabilities (IDD), and on how these belief patterns relate within a broader belief system. Methods: This study investigated Chinese pre-service teachers' role beliefs through metaphor analysis, using a sample of 356 participants. Results: Protective orientations predominated in both student groups. Beyond this shared emphasis, metaphors for typically developing students were more frequently coded as behavioral, whereas metaphors for students with IDD showed relatively greater representation of self-centered and facilitative orientations. Academic year and teacher role beliefs for typically developing students were significantly associated with those for students with IDD. Discussion: By highlighting similarities and differences between these belief patterns and examining their cross-target associations, this study contributes to understanding how pre-service teachers articulate role beliefs across student groups and identifies potential directions for teacher education to strengthen inclusive practice.