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 governmentâs 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.
Highlights
Educational prerogatives around the world have embraced the vocabulary of inclusive education and invested significant resources into making schools more inclusive
Inclusive pedagogy reflects Vygotsky’s socio-cultural theory, the main tenet of which lies in the social, interaction relationship between teacher and student. [16] points out that the teacher is the professional in the classroom, an individual who has been suitably trained to mentor and lead her wards, using appropriate techniques, assisting each to reach their potential within the learning context
The findings reveal that teaching inclusive strategies to pre-service teachers which has been a major focus of the revised course, without linking this to the broader context of inclusive education and applying this across all curriculum areas appears to be insufficient for improving positive attitudes, teaching efficacy, or reducing concerns in general
Summary
Educational prerogatives around the world have embraced the vocabulary of inclusive education and invested significant resources into making schools more inclusive. This development can be somewhat attributed to among many other factors some level of civic awareness and civic knowledge within the educational processes [1,2,3,4,5,6,7,8,9,10,11,12,13]. The researchers reviewed literature on preparing Pre-Service Teachers for Inclusive Pedagogies for the last 12 years linked to 15 countries namely; Australia, England, Ethiopia, Ghana, India, Indonesia, Kenya, Montana, Scotland, Solomon Islands, South Africa, Thailand, Uganda, Zambia & Zimbabwe
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