Mainstream Early Childhood Education Teacher Preparation for Inclusion in Zimbabwe

Autor/in	Majoko, Tawanda
Titel	Mainstream Early Childhood Education Teacher Preparation for Inclusion in Zimbabwe
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1649-1665 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1180292
Schlagwörter	Foreign Countries; Early Childhood Education; Inclusion; Mainstreaming; Teacher Education Programs; Positive Attitudes; Special Education; Accessibility (for Disabled); Teaching Skills; Qualitative Research; Interviews; Teacher Surveys; Familiarity; Teacher Attitudes; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Accessibility; Zugänglichkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Simbabwe
Abstract	This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the "core expertise" of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of organizing data with continual adjustment was used throughout the analysis. Although participants were selective regarding categories of disabilities that they were most and least prepared for, they understood and held strong and positive attitudes towards inclusion. Participants felt professionally ill-prepared to practice inclusion and revealed individual and institutional barriers to its practice. It was found that several strategies, including mainstream teacher training in theory and practice of inclusion, stakeholders' collaborative pooling of resources and infusion of disabilities and socio-cultural issues in ECE curriculum, would optimize inclusion in ECE. The present study serves as a baseline for future research on teacher preparation for inclusion in ECE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01