International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries
Mooka Godfrey Mukelabai,Daniel Siakalima,Magdalene Simalalo,Gistered Muleya,Thomas Musankuleni Kaputa,Francis Simui +5 more
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In this article, the authors explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide with a bias on improving the quality of mainstream education and addressing educational inequality among others.Abstract:
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.read more
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In-Service Primary School Teachers’ Knowledge of Inclusive Pedagogy in Ethiopia
TL;DR: In this article, the authors investigated the general education primary schools in-service teachers' level of knowledge of inclusive pedagogy (IP) and factors that affect this variable using embedded concurrent mixed methods research design.
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Exploring inclusive pedagogy
TL;DR: In this paper, the authors examine teachers' craft knowledge of their practice of inclusion in terms of what they do, why and how, and identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some.
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Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving
TL;DR: In this paper, the authors report on a three year study of patterns of student-student social interaction that mediated metacognitive activity in senior secondary school mathematics classrooms and investigate conditions under which such interaction led to successful or unsuccessful problem solving outcomes.
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Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit the Whole Class
TL;DR: In this article, a multilevel lesson planning system is presented that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples.
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Enacting inclusion: a framework for interrogating inclusive practice
Lani Florian,Jennifer Spratt +1 more
TL;DR: Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently as mentioned in this paper.
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Using Web 2.0 to Support the Active Learning Experience
Jo Williams,Susan J. Chinn +1 more
TL;DR: In this paper, the authors present an approach to increase information technology literacy of business students through the use of Web 2.0 tools, and assess the benefits and challenges related to enhanced student learning and engagement as well as literacy outcomes.