Inclusiveness in Tanzania's Public Pre-Primary Education: Unbridged Teachers' and Parents' Role Awareness Gap

Autor/in	Tandika Basil, Pambas
Titel	Inclusiveness in Tanzania's Public Pre-Primary Education: Unbridged Teachers' and Parents' Role Awareness Gap
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 2, S.111-126 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tandika Basil, Pambas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1960227
Schlagwörter	Inclusion; Preschool Education; Content Analysis; Instructional Materials; Educational Change; Parent Participation; Preschool Teachers; Foreign Countries; Teacher Attitudes; Parent Attitudes; Teaching Methods; Learning Processes; Pedagogical Content Knowledge; Budgets; Resource Allocation; Educational Improvement; Tanzania + Suchen Sie Ihr Suchwort? Inklusion; Pre-school education; Vorschulerziehung; Inhaltsanalyse; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Elternmitwirkung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ausland; Lehrerverhalten; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Pädagogische Kompetenz; Finanzhaushalt; Ressourcenallokation; Teaching improvement; Unterrichtsentwicklung; Tansania
Abstract	Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children's needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers' and parents' understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01