American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2020, 8(12), 885-892
DOI: 10.12691/education-8-12-1
Open AccessLiterature Review

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Mooka Godfrey Mukelabai1, Daniel Siakalima2, Magdalene Simalalo3, Gistered Muleya2, Thomas Musankuleni Kaputa4 and Francis Simui2,

1Mufulira College of Education,

2Institute of Distance Education, University of Zambia, Lusaka, Zambia

3School of Education, University of Zambia, Lusaka, Zambia

4Zimbabwe Open University

Pub. Date: December 01, 2020

Cite this paper:
Mooka Godfrey Mukelabai, Daniel Siakalima, Magdalene Simalalo, Gistered Muleya, Thomas Musankuleni Kaputa and Francis Simui. International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries. American Journal of Educational Research. 2020; 8(12):885-892. doi: 10.12691/education-8-12-1

Abstract

The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government’s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

Keywords:
disability preparation pre-service teachers inclusive education pedagogies

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