Continuous professional development for inclusive ECD teachers in Chiredzi Zimbabwe: Challenges and opportunities

Abstract

Early childhood development teachers encounter lesson delivery challenges in inclusive classes, regardless of government and international statutory instruments that make it mandatory for schools to improve competencies for teachers through continuous professional development (CPD) programmes. Counter accusations suggest government and other stakeholders do not provide support to schools and the District to engage in professional development programmes for teachers that lack the competencies. Continuous professional development programmes for teachers play a critical role for empowering sustained inclusive education, especially at the ECD level, where learners are meeting teachers and other learners for the first time. The study was embedded in post-positivism paradigm, and it adopted a mixed-method approach. Interviews, questionnaires, and document analysis were used as research tools. Data collected through the three instruments were triangulated to enhance its trustworthiness and credibility. Bronfenbrenner's ecological systems theory was used as lens to investigate the manner in which stakeholders support continuous professional development programmes for ECD teachers. Results showed schools engaged in a variety of CPD programmes: informal staff-development programmes, and formal school-based in-service programmes. However, the identified CPD programmes were done at the expense of formal conferences, collaborative researches and exchange programmes which are valued as professionally more informative in assisting teachers to better understand inclusive education modalities. The major barrier to successful inclusive CPD programme was the lack of qualified facilitators; due to the absence of training in inclusive education having. Hence, teachers contiue to have haphazard information on inclusive education which stifled educatioal needs of children with special education needs. The researchers recommend that the government should identify and work with private enterprises to support ECD teachers with content and strategies for continuous professional development programmes that support inclusive education ECD teachers.