Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
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 educat...
Main Author: | |
---|---|
Format: | Article |
Language: | English |
Published: |
SAGE Publishing
2019-01-01
|
Series: | SAGE Open |
Online Access: | https://doi.org/10.1177/2158244018823455 |
id |
doaj-cd54e662037346bdbe4a446e0f3411fa |
---|---|
record_format |
Article |
spelling |
doaj-cd54e662037346bdbe4a446e0f3411fa2020-11-25T03:26:19ZengSAGE PublishingSAGE Open2158-24402019-01-01910.1177/2158244018823455Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education TeachersTawanda Majoko0University of South Africa, Pretoria, South AfricaThis 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.https://doi.org/10.1177/2158244018823455 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tawanda Majoko |
spellingShingle |
Tawanda Majoko Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers SAGE Open |
author_facet |
Tawanda Majoko |
author_sort |
Tawanda Majoko |
title |
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers |
title_short |
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers |
title_full |
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers |
title_fullStr |
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers |
title_full_unstemmed |
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers |
title_sort |
teacher key competencies for inclusive education: tapping pragmatic realities of zimbabwean special needs education teachers |
publisher |
SAGE Publishing |
series |
SAGE Open |
issn |
2158-2440 |
publishDate |
2019-01-01 |
description |
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. |
url |
https://doi.org/10.1177/2158244018823455 |
work_keys_str_mv |
AT tawandamajoko teacherkeycompetenciesforinclusiveeducationtappingpragmaticrealitiesofzimbabweanspecialneedseducationteachers |
_version_ |
1724593504224542720 |