Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education

Patricia Muvirimi

Journal of Education and Vocational Research, 2019, vol. 10, issue 1, 22-29

Abstract: This qualitative study examined the competency of in-service teachers in inclusive education inZimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from onestate university participated in the study. Semi structured interviews were used to collect data. Thematicanalysis was used to analyse data. The study established that for most of the teachers, the in service trainingfairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study thatmost teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring andinteraction groups were common methods of teaching. It was also reported that lack of resources and lack ofsupport from other teachers were major challenges impeding teachers from meeting the needs of the learnersin inclusive setting. The study further revealed that extensive training on use of individual educationalprogram is needed during training. The study recommends that teachers be evaluated on all relevantcompetences during teaching practise which could enhance the professional development of in-serviceteachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tunethe teachers skills in teaching in an inclusive classes.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arjevr:v:10:y:2019:i:1:p:22-29

DOI: 10.22610/jevr.v10i1(V).2961

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