Teacher training for inclusive education in Lesotho: assessing factors that influence teacher attitudes towards supporting LSEN in mainstream schools
| Autor: | Paseka Andrew Mosia, Taoana Thomas Kotelo |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Cogent Education, Vol 11, Iss 1 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2331186X 2331-186X |
| DOI: | 10.1080/2331186X.2024.2380167 |
| Popis: | This paper explores the centrality of teacher training for inclusive education. It evaluates the extent of teacher development in Lesotho and how training influences teachers’ attitudes towards inclusive education. A descriptive research using purposive sampling and structured questionnaire was adopted to explore teachers’ views on inclusive education. Mann–Whitney U test and Kruskal–Wallis tests were used to assess differences in teachers’ attitudes towards inclusion. All tests were performed at a 5% significance level for results. A post-hoc Dunn’s pairwise comparisons test was performed with p 0.001). The study also found that teachers believe that education level, H (5, n = 266) = 18.178, p = 0.03; length of teaching experience, H (4, n = 266) = 11.752, p = 0.019 and type of training, H (4, n = 266) = 57.168, p 0.01). The study concludes that inadequate teacher training effects their attitude towards inclusion of LSEN. Thus, Lesotho must invest on teachers’ professional development for inclusion. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
|