Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers

Autor: Tawanda Majoko
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Zdroj: SAGE Open, Vol 9 (2019)
Druh dokumentu: article
ISSN: 2158-2440
21582440
DOI: 10.1177/2158244018823455
Popis: This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.
Databáze: Directory of Open Access Journals
Externí odkaz:
Nepřihlášeným uživatelům se plný text nezobrazuje