Teaching and Learning for All

This study focuses on investigation of the general education primary schools in-service teachers’ level of knowledge of inclusive pedagogy (IP) and factors that affect this variable. To achieve the above objectives, the researcher used embedded concurrent mixed methods research design: cross-sectional survey and case study methods. Moreover, knowledge of IP questionnaire (KIPQ), document analysis and interview guides were used to collect the data. To collect the quantitative data, 146 participants were selected through stratified simple random sampling from four purposely selected primary schools which were found in South Wollo Zone, Ethiopia. Additionally eight teachers and two principals were selected purposely from these schools for in-depth interview. The data were also collected from a module used in training of in-service teachers for inclusive education. The result of the study indicated that the study participants had marginal level of knowledge of IP (M = 2.44, SD= 0.85). This result mainly attributed to the participants’ inadequate training on knowledge of IP and lack of teaching materials and facilities that foster the development of the IP. The study result implies that these teachers could not meet diverse students’ needs because of their lack of knowledge IP. Finally, implications for in-service teachers’ training for quality IP are discussed based on the findings of the study.

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In-Service Primary School Teachers’ Knowledge of Inclusive Pedagogy in Ethiopia

7. Norwegian pre-service teachers in Zambian practicum: Their stories embedded in a long-lasting school partnership

The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

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Daniel Siakalima

Papers

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries