Online Journal of Education Research

Volume 1 Issue 2, Pages 36-43

©2012 Online Research Journals

Available Online at https://onlineresearchjournals.org/IJER

Full Length Research Article

 

Perceptions of Teacher Trainees Towards their Teacher Education Curriculum in the Context of Inclusion   Dr. Onias Mafa*1 and Mrs. Lilian Chaminuka2   1Faculty of Arts and Education, Zimbabwe Open University, Harare, Zimbabwe. E-Mail: oniasmafa@gmail.com 2Faculty of Social Sciences, Zimbabwe Open University, Harare, Zimbabwe. E-Mail: lilianc915@gmail.com   Downloaded 18 April, 2012 Accepted 12 May, 2012

The inclusion movement currently dominating educational reforms in many countries means that classrooms at all levels are populated by students of diverse abilities, motivation levels, attitudes, socio-economic backgrounds and school preparedness levels. However, chances are that the change in the academic profiles of students has not been matched by a paradigm shift in teacher education so as to prepare teachers to meet the challenges of inclusive education. Yet, if students populating our schools today are to benefit from time spent in schools, the need for appropriate teaching strategies cannot be overemphasised. This precipitated the need to establish teacher trainee’s perceptions towards inclusion. By identifying the perceptions of teacher trainees towards inclusion, the areas of inclusion that need further attention may be identified. This study focused on identifying views that teacher trainees held towards their teacher education curriculum in the context of inclusion. The study adopted a qualitative case study design. Teacher trainees who were on teaching practice formed the study population. The sample consisted of 20 primary teacher trainees who were purposively sampled. Data were collected through interviews. Teacher trainees were of the view that colleges of education were not adequately preparing teachers for inclusive teaching as teachers were experiencing problems during teaching. It was recommended that inclusion should form the core of the teacher education curricula. Serving teachers should be equipped with inclusive teaching strategies through workshops and in-service training.

Keywords: Context of inclusion, teacher trainees, teacher education curriculum, teaching practice, and teacher competences.