Inclusive Education And The Primary School Teacher Education Curriculum In Zimbabwe: The Need For A Paradigm Shift
n line with global trends regarding people with disabilities, Zimbabwe swiftly promulgated policies to ensure the inclusion of previously marginalised pupils in schools. Though policies have been easy to craft, a major challenge remains in that the policies have not been translated into tangible t...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Globeedu Group
2022
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| Subjects: | |
| Online Access: | http://www.internationaljournalcorner.com/index.php/theijhss http://hdl.handle.net/11408/5121 |
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| Summary: | n line with global trends regarding people with disabilities, Zimbabwe swiftly promulgated policies to ensure the inclusion
of previously marginalised pupils in schools. Though policies have been easy to craft, a major challenge remains in that the
policies have not been translated into tangible transformational approaches in the primary school teacher education
curriculum. Primary school education is a critical base which should unequivocally show commitment to inclusion in
explicit and ostensible ways rather than through mere spoken or written pronouncements. This qualitative research
established that because of the dearth of clear commitment in teacher education curriculum, the college products are largely
ill equipped to deal with children with special learning needs. A serious discord between policy pronouncements and the
primary teacher education curriculum exists. There is a need for a paradigm shift in the primary school teacher education
curriculum for production of teachers who can effectively handle both mild and severe cases of special need failing which
the dream for inclusivity will always remain a dream. The research is in the form of a case study of three primary school
teacher training colleges in Masvingo province, Zimbabwe. Interviews with college administrators, teacher educators and
student teachers alongside the observation of general infrastructure and routines at these colleges as well as analysis of
relevant documents which include, among others, syllabi, schemes of work, lecture notes and even assignment and
examination questions provided the data for analysis. |
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