Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers

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dc.contributor.authorJuma, Said
dc.contributor.authorLehtomäki, Elina
dc.date.accessioned2020-08-18T07:39:16Z
dc.date.available2020-08-18T07:39:16Z
dc.date.issued2017-01-01
dc.descriptionDeveloping 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, Tanzaniaen_US
dc.description.abstractDeveloping 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.en_US
dc.identifier.issn1710-2146
dc.identifier.urihttp://repository.suza.ac.tz:8080/xmlui/handle/123456789/147
dc.language.isoenen_US
dc.publisherInternational Journal of Whole Schoolingen_US
dc.relation.ispartofseriesInternational Journal of Whole Schooling;
dc.relation.ispartofseriesInternational Journal of Whole Schooling;Vol. 13, No. 3
dc.subject: primary school teachers; inclusive teacher education; organisational learning; professional development; collaborative action research; sub-Saharan Africa.en_US
dc.titleDeveloping inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachersen_US
dc.typeArticleen_US
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Developing 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.
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