Teacher educators' views on inclusive education and teacher preparation in Ghana

William Nketsia, Timo Saloviita, Emmanuel Kofi Gyimah

Research output: Contribution to journalArticlepeer-review

Abstract

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, the majority of teacher educators were of the view that Ghana was inadequately prepared for the implementation of inclusive education. Their reasons and concerns were generally found to include: inadequate teacher preparation, unpreparedness of teacher educators, inadequate emphasis on inclusive instructional strategies and lack of teaching and learning materials. The implications of these findings for future reforms of inclusive teacher education were discussed.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalInternational Journal of Whole Schooling
Volume12
Issue number2
Publication statusPublished - 2016

Open Access - Access Right Statement

Licensed under a Creative Commons Attribution-No Derivatives 4.0 International License.

Keywords

  • Ghana
  • inclusive education
  • teachers
  • training of

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