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    International perspectives on preparing pre-service teachers for inclusive education pedagogies: implications for developing countries

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    Date
    2020-12-01
    Author
    Mooka, Godfrey Mukelabai
    Siakalima, Daniel
    Simalalo, Magdalene
    Muleya, Gistered
    Kaputa, Thomas Musankuleni
    Simui, Francis
    Type
    Article
    Language
    en
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    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.
    URI
    http://dspace.unza.zm/handle/123456789/6776
    Citation
    Mooka Godfrey Mukelabai, Daniel Siakalima, Magdalene Simalalo, Gistered Muleya, Thomas Musankuleni Kaputa and Francis Simui. International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries. American Journal of Educational Research. 2020; 8(12):885-892. doi: 10.12691/education-8-12-1
    Publisher
    American Journal of Educational Research
    Subject
    Disability
    Pre-service
    Inclusive Education
    Teachers
    pedagogies
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