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- ItemTEACHER EDUCATION FOR INCLUSION: FIVE COUNTRIES ACROSS THREE CONTINENTS(UNESCO, 2020) J u m a, S a i dThe UNCRPD urges UN member states to ensure provision for teachers’ pre- and in-service education to facilitate the transition to an inclusive education system. Teachers also need ongoing support for implementing pedagogies for inclusive education, including diversification of methods, redefinition of teacher-student relationships and co-development of curriculum (UNESCO, 2013). Most governments have paid attention to the importance of teacher education in their quality improvement efforts and many have integrated courses on inclusive education or special needs education in the regular teacher education curriculum or developed collaborative practices for special needs education and regular teacher education. In this paper, we have analysed teacher education for inclusion in five countries: Argentina, Ethiopia, Ghana, Laos and Zanzibar. The countries were selected on the basis of our existing collaborations and specific issues that we have identified as important to share with the GEMR 2020 readers for their inspiration
- ItemDeveloping inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers(International Journal of Whole Schooling, 2017-01-01) Juma, Said; Lehtomäki, ElinaDeveloping inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.