Author

  • Patricia Muvirimi

    • Great Zimbabwe University, Zimbabwe
    • Zimbabwe

Abstract

This qualitative study examined the competency of in-service teachers in inclusive education in Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one state university participated in the study. Semi structured interviews were used to collect data. Thematic analysis was used to analyse data. The study established that for most of the teachers, the in service training fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and interaction groups were common methods of teaching. It was also reported that lack of resources and lack of support from other teachers were major challenges impeding teachers from meeting the needs of the learners in inclusive setting. The study further revealed that extensive training on use of individual educational program is needed during training. The study recommends that teachers be evaluated on all relevant competences during teaching practise which could enhance the professional development of in-service teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune the teachers skills in teaching in an inclusive classes.

Keywords

References

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How to Cite

Muvirimi, P. (2019). Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education. Journal of Education and Vocational Research, 10(1(V), 22-29. https://doi.org/10.22610/jevr.v10i1(V).2961

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Section

Research Paper

Published in

Vol. 10 No. 1(V) (2019) Teacher Well-Being, Skills & Inclusive Practice View issue contents

Published

2019-12-09

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