Exploring Teachers' Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe
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| Title: | Exploring Teachers' Special and Inclusive Education Professional Development Needs in Malawi, Namibia, and Zimbabwe |
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| Language: | English |
| Authors: | Chitiyo, Morgan, Hughes, Elizabeth M., Chitiyo, George, Changara, Darlington M., Itimu-Phiri, Ambumulire, Haihambo, Cynthy, Taukeni, Simon G., Dzenga, Chaidamoyo G. |
| Source: | International Journal of Whole Schooling. 2019 15(1):28-49. |
| Availability: | Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Special Education Teachers, Inclusion, Faculty Development, Special Education, Needs Assessment, Comparative Education, Teacher Attitudes, Attitudes toward Disabilities |
| Geographic Terms: | Malawi, Namibia, Zimbabwe |
| ISSN: | 1710-2146 |
| Abstract: | Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional development to all in-service teachers in the area of special and inclusive education. This current study was an attempt to identify professional development needs, from both general and special education teachers' perspectives, in terms of special and inclusive education in the three African countries of Malawi, Namibia, and Zimbabwe. A combination of purposive and convenience sampling procedures was used to draw participants for this study. A semi-structured survey questionnaire was administered to 629 teachers from the three countries. Both, quantitative data analysis and qualitative thematic analysis methods were used to analyze the data. Even though there were slight differences in how the participants from the three countries responded, the results suggested that overall the teachers were strongly in favor of inclusive education and professional development in all the suggested topics related to special and inclusive education. The teachers also identified several constraints to successful inclusion. Implications of these findings are discussed. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2019 |
| Accession Number: | EJ1203354 |
| Database: | ERIC |
| Abstract: | Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional development to all in-service teachers in the area of special and inclusive education. This current study was an attempt to identify professional development needs, from both general and special education teachers' perspectives, in terms of special and inclusive education in the three African countries of Malawi, Namibia, and Zimbabwe. A combination of purposive and convenience sampling procedures was used to draw participants for this study. A semi-structured survey questionnaire was administered to 629 teachers from the three countries. Both, quantitative data analysis and qualitative thematic analysis methods were used to analyze the data. Even though there were slight differences in how the participants from the three countries responded, the results suggested that overall the teachers were strongly in favor of inclusive education and professional development in all the suggested topics related to special and inclusive education. The teachers also identified several constraints to successful inclusion. Implications of these findings are discussed. |
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| ISSN: | 1710-2146 |
