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Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers

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  • Tawanda Majoko

Abstract

This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.

Suggested Citation

  • Tawanda Majoko, 2019. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers," SAGE Open, , vol. 9(1), pages 21582440188, January.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:1:p:2158244018823455
    DOI: 10.1177/2158244018823455
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    References listed on IDEAS

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    1. Tawanda Majoko, 2018. "Zimbabwean General Education Preschool Teacher Needs in Inclusion," SAGE Open, , vol. 8(2), pages 21582440187, May.
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    Cited by:

    1. Mr. Salmon Oliech Owidi & Ms. Joanne Nabwire Lyanda, 2023. "The Teachers Voice and Ownership in Competency Based Curriculum (CBC) in Kenya: Application of Bernstein’s Theory," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 1088-1095, June.
    2. Patricia Muvirimi, 2019. "Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education," Journal of Education and Vocational Research, AMH International, vol. 10(1), pages 22-29.
    3. Jorge Rojo-Ramos & Fernando Manzano-Redondo & Sabina Barrios-Fernandez & Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar, 2021. "A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    4. Laura Sánchez-Pujalte & María Teresa Gómez-Domínguez & Ana Soto-Rubio & Diego Navarro-Mateu, 2020. "Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain," Sustainability, MDPI, vol. 12(19), pages 1-17, September.

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