Adequacy of pre-primary teacher education in preparing teachers to handle inclusive classrooms in Tanzania
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Date
2009
Authors
Journal Title
Journal ISSN
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Publisher
University of Dar es Salaam
Abstract
This study examined the adequacy of pre-primary teacher education in preparing teachers to handle inclusive classrooms in Tanzania. Specially, this study analyzed the contents and skills contained in the government and Montessori pre-primary teacher education curricula in relation to inclusive education. The study also explored teaching/training strategies used by tutors to promote the desired inclusive education skills, as well as tutors and student teachers’ views on the adequacy of the curricular and training in preparing teachers to handle inclusive classrooms. Also their general attitudes towards inclusive education at the pre-primary school level were explored. A descriptive survey design that combined qualitative and quantitative research approaches were employed for the study. Purposive, stratified and random sampling procedures were used to select a sample of 222 participants in the study. Interviews, focus group discussions, questionnaires and a checklist were used for data collection. The study revealed that government curricula cover mostly content in the early childhood education while content and skills in inclusive education are inadequate. The Montessori curriculum on the other hand covers themes in the early childhood education and most of the themes in inclusive education are adequately addressed. Teaching/training strategies used by tutors at Vikindu TTC were inappropriate and do not expose student teachers to actual inclusive practices. Tutors at Montessori TTC used appropriate and relevant methods’ to promote the desired inclusive education skills among the student teachers. Moreover, respondents at Vikindu TTC were of opinion that the curricula and training do not adequately prepare teachers to handle inclusive classrooms. At Montessori TTC they were of opinion that their curricular and training were adequate in preparing teachers to teach in inclusive classrooms. The study also revealed generally positive attitudes among respondents towards inclusive education at the pre-primary school level. The study recommends a need to review the current government pre-primary teacher education curricula in order to incorporate a wide range of content and skills relevant to inclusive education. Also there is a need to prepare an in-service training manual for teacher and hold workshops with tutors to familiarize them with strategies appropriate to use for training student teachers for inclusive practices. In this context, TIE should take charge, for it is the responsible body for curricula design, development and dissemination. The study recommends that policy makers in the Policy and Planning Unit at MoEVT should develop relevant, specific policies and supported by resources allocation as well as enforceable for inclusive education. A similar study to ascertain the situation of pre-primary teacher preparation inclusive education to a wider area is recommended.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class Mark (THS EAF LB1776.T34N9)
Keywords
Pre-primary teachers education, Inclusive classrooms, Teachers
Citation
Nzima, I (2009) Adequacy of pre-primary teacher education in preparing teachers to handle inclusive classrooms in Tanzania, Master dissertation, University of Dar es Salaam