Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning

Makoelle, Tsediso

doi:10.5901/mjss.2014.v5n20p1259

Cited by 26 publications

(21 citation statements)

References 29 publications

(27 reference statements)

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“…It must be considered that there is nothing more difficult in carrying out effective inclusive practice than in societies where culture and religion negatively influence educational philosophies and practices. The research also suggests that the teachers' preexisting practices were based on pity and medical model (Makoelle, 2014). As a result, they often considered the children with SEN as the problem.…”

Section: From Tradition Culture and Religion To Scientific Knowledgementioning

confidence: 94%

“…Another piece of research in this field is by Makoelle (2014) who explored inclusive pedagogy with selected inclusive practitioners in one education district of South Africa. The findings indicated that the teachers did not have a universally accepted definition of inclusive pedagogy but the different meanings the teachers associated with inclusive pedagogy, were related to their context, philosophies, and underlying assumptions of SEN and ability.…”

Section: Introductionmentioning

confidence: 99%

“…Research findings on early childhood inclusive education indicate that many early childhood teachers are not adequately prepared to teach children with SEN (Agbenyega & Klibthong, 2013, 2014Kemp, Kishida, Carter, & Sweller, 2013). Recommendations pertaining to educational inclusivity, equity, and quality generally point to increasing teachers' knowledge in inclusive pedagogy.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

Klibthong

Agbenyega

2018

AJTE

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Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre-and post-professional workshops semi-structured interviews and analysis of teachers' professional learning journals during the inquiry phases of the project. Thematic analysis of the data showed that the international professional learning immersion program exerted an influential impact on the teachers who participated suggesting; teachers developed better understandings of children with special education needs by creating a mindset for change.

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Section: From Tradition Culture and Religion To Scientific Knowledgementioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

Klibthong

Agbenyega

2018

AJTE

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“…Another research in this field is by [40] who explored inclusive pedagogy with selected inclusive practitioners in one education district of South Africa. The research adopted a qualitative approach.…”

Section: International Perspectives On Preparing Preservice Teachers mentioning

confidence: 99%

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Mukelabai¹,

Siakalima²,

Simalalo³

et al. 2020

EDUCATION

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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.

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“…So far, little is known about pre-service teachers' beliefs about and individual concepts of inclusive education, important aspects of its definition, and communalities or differences between teachers' subjective conceptualization and definitions derived from experts' statements. Makoelle (2014) qualitatively analyzed six interviews with South-African teachers and deduced three themes which contribute to the explanation of different understandings of inclusive education. The first theme states that conceptualization of inclusive pedagogy appears not to be universal, but depends on the context.…”

Section: Introductionmentioning

confidence: 99%

Pre-service Teachers' Beliefs About Inclusive Education Before and After Multi-Compared to Mono-professional Co-teaching: An Exploratory Study

et al. 2019

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Teacher beliefs are action guiding in the classrooms. Teacher beliefs about inclusive education are thus a crucial prerequisite for its success. Therefore, those beliefs have to be addressed during the first phase of teacher training. Generally accepted concepts or operationalized definitions would be valuable guidelines for pre-service teachers and their educators. However, neither the ones nor the others are available at present. Therefore, pre-service teachers have to fall back on their own beliefs, a rather unexplored notion so far. Within the present study, pre-service teachers' beliefs about inclusive education were assessed before and after an academic seminar. During this academic seminar, participants co-taught in either multi-professional (i.e., one pre-service teacher for special educational needs and one for general education) or mono-professional (i.e., both pre-service teachers for special educational needs or both for general education) teams in inclusive classes of secondary schools. Pre-service teachers' beliefs were assessed with the help of concept-maps, which were created by the participants at two testing times. The concept-maps were analyzed employing graph-theoretical approaches as well as qualitative, summarizing content analysis methods. Results show that pre-service teachers who worked in multi-professional teams expanded their conceptualization of inclusive education to include facets like individualization and differentiation, while pre-service teachers who worked in mono-professional teams displayed no such expansion. Also, the conceptualization of pre-service teachers who worked in mono-professional teams contained a larger percentage of propositions addressing disadvantages and negative consequences of inclusive education. Therefore, it is concluded that multi-professional co-teaching during teacher training helps prepare teachers for successful inclusive education.

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Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning

Abstract: Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international

Cited by 26 publications

References 29 publications

Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Pre-service Teachers' Beliefs About Inclusive Education Before and After Multi-Compared to Mono-professional Co-teaching: An Exploratory Study

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