Pre-service Training Research Articles

Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers

This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they would like to be included in teacher-training workshops designed to address their needs. A series of one-day workshops were then developed based on these perceived needs. This paper explores the efficacy of the first two workshops based on the participants’ (n=28) informal and written feedback. The authors map out the design of future workshops and argue that practical support is essential considering the current teacher-training structure in Japan. This research project aims to provide realistic solutions to many of the common problems that Japanese teachers of English encounter in their professional practice. It is hoped that fellow educators will find this paper useful when considering making changes to their own educational contexts.

Group adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study

Turnover intention of kindergarten teachers is a concerning issue. This issue is particularly salient for novice teachers who, although employed, are still actively exploring their career choices. Scant research has examined what factors during the pre-service period can predict newly appointed kindergarten teachers’ turnover intention and the underlying mechanisms. To fill these gaps, we examined a possible, yet understudied, idea that kindergarten teachers’ employability during the pre-service period would shape their work adjustment after being employed (i.e., how well newcomers adjust to the job demands, work group, and organizational culture), and poor work adjustment would further elicit turnover intention. We tested this idea with a longitudinal, school-to-work transition study among 117 novice kindergarten teachers in Hong Kong. Participants reported their employability at the last semester of a pre-service teacher training program (T1). One to two months after the fall semester began, participants employed as in-service teachers reported their adjustment at work (T2). Then, they reported turnover intention at the beginning of the spring semester (T3). The results showed that T1 employability positively predicted T2 task and group adjustment but not organizational adjustment. More importantly, the indirect effect of T2 group adjustment was significant in the link between T1 employability and T3 turnover intention, but the indirect effects of task and organizational adjustment were insignificant. These findings illuminate the group adjustment mechanism behind the association between novice kindergarten teachers’ employability during the pre-service period and later turnover intention at work, contributing to the socialization process and professional development for novice teachers in the kindergarten context.

Perceptions of Undergraduate Medical Students Toward Integrated Management of Childhood Illness (IMCI) Pre-service Education at Sultan Qaboos University, Muscat.

Background Inconsistent evidence concerning the clinical practice implications of the Integrated Management of Childhood Illness (IMCI) pre-service education exists in the literature. The aim of this study is to assess the IMCI pre-service training perceptions of medical students, including their willingness to prospectively utilize the IMCI guidelines in clinical settings. Methods This is an observational cross-sectional study that was conducted between June 1 and August 31, 2022, at the College of Medicine and Health Sciences, Sultan Qaboos University (SQU), Muscat, Sultanate of Oman. The demographic data and IMCI pre-service education perceptions were recorded via the 10 close-ended questions. The questions focused on the student's perception of the usefulness of IMCI pre-service training in improving their knowledge, attitude, and practice (KAP) regarding childhood illnesses and how well it has enhanced their skills in dealing with sick children. SPSS Statistics version 26.0 (IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.) was used to analyze the data. Results A total of 196 responses were collected, with 117 of them being from female participants and the remaining 79 from male participants. Participants were subcategorized into phase 2 (n=103), phase 3A (pre-clerkship, n=45), and phase 3B (junior clerkship, n=48). At least 67.8% of 171 medical students complying with one to two training sessions intended to apply their IMCI pre-service education knowledge and skills in clinical practice and parental counseling. The medical knowledge and clinical practice skill enhancement abilities of the IMCI sessions were recognized by ≥49.7% of medical students. The student responses regarding childhood illness management (p=0.03) and holistic assessment confidence (p=0.042) varied significantly between the study phases. The IMCI pre-service skills, knowledge, and confidence levels were observed in 47.1% (phase 2), 13.2% (phase 3A), and 35.5% (phase 3B) of medical students. Similarly, 40.2% (phase 2), 23.7% (phase 3A), and 54.8% (phase 3B) of subjects believed in the IMCI pre-service training's influence on their ability to perform holistic assessments in the pediatric population. Conclusion The overall results of this study advocate the clinical practice implications, based on the positive student perceptions, of the IMCI pre-service training in SQU. Future qualitative studies should evaluate these findings with wider student populations.

The Development of Pre-Service Teacher’s Professional Competence in Teaching English at Kendari, Southeast Sulawesi

Teaching English as a second language requires pre-service educators to possess a diverse skill set and adapt to evolving teaching methodologies and language acquisition theories. Therefore, it is crucial to investigate the factors that contribute to the development of pre-service English teachers' professional competence to ensure their readiness to enter the teaching profession. This study aims to investigate the factors contributing to the development of pre-service English teachers' professional competence in teaching English, addressing the lack of research in this area. More specifically, it aims to explore the challenges faced by pre-service teachers in developing their professional competence, identify areas where current teacher education programs may fall short, and provide practical recommendations for pre-service teacher training programs. This study employs a descriptive qualitative research method by involving five pre-service English teachers participating in a School Teaching Practice Program. To gather the data, this research uses a reflection section and then analyzedcategorized. The findings highlight the significance of active learning experiences, such as fieldwork and classroom practice, in fostering the development of professional competence among pre-service teachers. Additionally, the study emphasizes the need for pre-service teachers to be adequately prepared to meet the evolving needs of English language learners, especially in the context of changing teaching methodologies and advancements in educational technology.

Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study

ABSTRACT Policymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers’ conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers’ conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers’ sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.

Moving policy to practice: role of advocacy in enabling provision of injectable contraceptives by pharmacists in Kenya.

Expanding access to contraceptive services by making them available in pharmacies and drug shops is a family planning high-impact practice. In 2018, Kenya's Ministry of Health amended its family planning guidelines to allow pharmacists and pharmaceutical technologists throughout the country to provide subcutaneous and intramuscular depot medroxyprogesterone acetate. Amending the policy did not necessarily mean that the policy would be implemented. The Advance Family Planning project launched an advocacy campaign to engage key stakeholders to work with the Ministry of Health to implement the policy. Consequently, a family planning training package for pharmacists and pharmaceutical technologists was developed and rolled out. The advocacy process also led to strengthening family planning reporting by the trained pharmacists and pharmaceutical technologists. To further enhance sustainability by ensuring a continuous pool of pharmacy professionals equipped with skills to provide family planning services, Advance Family Planning and its partners advocated with universities and the Pharmacy and Poisons Board to revise the pre-service training curriculum to include family planning as a competence area for pharmacists and pharmaceutical technologists. A key lesson learned is that policy formulation does not necessarily translate to policy implementation. Advocacy is often needed to move policy to practice, especially where resources are required. Policy implementation also requires incremental achievement of milestones and the need for advocacy for each step in the process. Implementation of the policy provision that allows pharmacists and pharmaceutical technologists to provide injectable contraceptives has implications beyond family planning programs. It provides a point of reference for allowing pharmacists to offer other primary health care services, such as immunization, injectable HIV prophylaxis, and other interventions that might not be provided for in policy.

Modeling the Pre-Service Training of Assistant School Principals: An Integrative Review Study

Müdür yardımcıları, okulun gündelik akışında ve pozitif bir okul iklimi oluşturulmasında anahtar roldedir. Bu önemli rollerine rağmen müdür yardımcıları, herhangi bir eğitim almadan göreve başlamaktadırlar. Bu durum müdür yardımcılarında erken tükenmişlik duygusu oluşturmakta, mesleki tatmin duygularını zayıflatmakta ve görevden ayrılmaları oranlarını artırmaktadır. Müdür yardımcılarının tükenmişlik durumları nitelikli okul yöneticisi yetişmesine de engel olmaktadır. Müdür yardımcılarının etkili bir hizmet öncesi eğitim almaları onların göreve hazırbulunuşluklarını artırmada önemli katkı sağlayacaktır. Bu makalenin amacı alanyazından hareketle müdür yardımcıları için ihtiyaca yönelik, etkili, ekonomik ve sürdürülebilir bir hizmet öncesi eğitim modeli geliştirmektir. Araştırma, bütünleştirici derleme yöntemi ile desenlenmiştir. Araştırmalardan hareketle müdür yardımcıların görevleri, statü ve pozisyonları, yönetsel işlevleri ve liderlik türleri analiz edilmiştir. Bu analizler doğrultusunda müdür yardımcılarının yetiştirilmesinin gerekçeleri, modelin uygulama ilkeleri, eğitsel ilkeleri, öğrenme yöntemleri, içeriği, süresi ve akışı ile Türkiye bağlamına özgü hususlar açıklanmıştır.

Retracted: Preservice Training Strategies and Guarantee Mechanisms for Primary and Secondary School Teachers in the Development of Smart Cities by the Internet of Things

Retracted: Preservice Training Strategies and Guarantee Mechanisms for Primary and Secondary School Teachers in the Development of Smart Cities by the Internet of Things

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Foreign language teaching should integrate the culture embodied in the target language. However, raising cultural awareness does not systematically produce the intended effects when considered an integral component in the teaching context. This quantitative research study focuses on creating a catalogue featuring elements representative of British culture in the animated television series Peppa Pig as part of pre-service early childhood education teacher training in English as a Foreign Language (EFL). This prompts the examination of the potential of Peppa Pig to not exclusively enhance EFL proficiency but to foster a comprehensive understanding of British culture for non-native speakers. Eleven pre-service teachers at the University of Cádiz, Spain, analysed the 52 episodes of Peppa Pig’s season 1 and classified all elements into 13 categories, according to the Qualitative Text Analysis approach. To minimise differences between evaluators, each element of each episode was only checked if at least three evaluators agreed; therefore, 1050 elements were identified, with 501 elements verified in 48 of the 52 episodes. The resulting catalogue contributes to selecting the most significant Peppa Pig’s season 1 episodes concerning British culture elements. The major limitation of the investigation may be the fatigue experienced by the evaluators.

Overview of the TPACK Model in Digital Learning: A Bibliometric Analysis

This bibliometric analysis provides an overview of the Technological Pedagogical Content Knowledge (TPACK) model of digital learning. The TPACK Model refers to integrating three types of knowledge: technological, pedagogical, and content knowledge, to effectively integrate technology in learning and teaching. Using a comprehensive search strategy, it identified 123 relevant articles from the Scopus database in fiscal years 2013 – 2022. The results reveal that articles and journals focused on learning and technology dominate in terms of citations. Furthermore, Scopus database publishing journals are dominated by Q1 rankings. Meanwhile, the UK became the country with the most significant articles. The results of the VOSviewer visualization revealed that seven clusters showed that digital learning requires technology, various good tools, and the development of educator proficiency levels. This study provide insights into TPACK research trends and patterns, which may inform future research direction and practice in a digital learning environment. Teachers can apply TPACK to digital learning well; it is crucial to be equipped with digital competencies first before he becomes professional educator through preservice training because TPACK is closely related to technological knowledge and pedagogy that will make teachers skilled and creative in applying learning with the help of digital technology.

Design of Management Model for Facilitating Practice of Schooling Field Introduction

This study explores the enhancement of teacher quality and its impact on learning outcomes. It emphasizes the significance of professional competency development among educators. The study focuses on pre-service training as a means to improve the quality of prospective teachers. The study introduces a four-stage experiential learning cycle—real experience, reflective observation, abstract conceptualization, and active experience—tailored for prospective teachers. The study's primary objective is to elucidate the management model of mentoring and the implementation of schooling introduction within the context of Santo Fransiskus Assisi Semarang Pastoral and Catechetical College. Employing a qualitative research approach, the researchers investigate the experiences of practice assistants involved in Introduction to Schooling Fields (PLP) through interviews and observations. Informants are selected through purposive sampling. Data collection encompasses interviews, observations, and documentation methods guided by predefined interview guidelines. Concurrently, the activities of accompanying lecturers are observed to ensure effective PLP preparation for students. The collected data undergoes content analysis, leading to the identification of themes for subsequent focus group discussions (FGD). The FGD deliberates on pertinent methods for assisting the PLP practice of prospective Catholic religious education teachers. The study culminates in the design of a mentoring model for future PLP practices. Notably, the research emphasizes qualitative interpretation over quantitative frequency in data analysis. Ultimately, the study advocates for the practical application of acquired knowledge in real teaching scenarios under the guidance of adept mentors, enabling students to refine their skills and enrich their understanding through experiential teaching.

Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

ABSTRACT The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes towards the adoption of evidence-based practices (EBP) for pupils with SEMHD in a sample (n = 79) of undergraduate and postgraduate primary school trainee teachers in England, UK. A questionnaire was used to assess teachers’ academic research engagement operationalised as positive attitudes towards academic research, use of academic research, and knowledge about research. The Evidence-based Practice Attitude Scale (EBPAS) was used to examine attitudes towards EBP. The findings showed that while appreciation of academic research in the sample was high, the use of academic research to inform practice and knowledge about research was low. A positive attitude towards academic research, less scepticism towards the value of academic research to inform school practice, and high research knowledge was associated with a more positive attitude towards EBP. More scepticism towards academic research to inform school practice for SEMHD and weaker understanding of research methods was linked to more scepticism about the relevance of EBP for school practice. The findings have implications for pre-service and in-service teacher training on SEMHD and the implementation of EBP for SEMHD in schools.

Developing Information Competences of the Students in Technical Direction with Helping the Technology of “Network Boomerang” Principles

The article discusses ways of increasing students' engagement, motivation and participation in higher education using "Network Boomerang" technology, as an example of pre-service IT teacher training. With the onset of the global pandemic, the role of digital technologies has significantly increased, highlighting the importance of digital transformation, particularly for developing countries, including Uzbekistan. Indeed, digital transformation has the potential to further modernize society and integrate the national economy into global processes. In this context, within the framework of ongoing reforms and the Development Strategy of the New Uzbekistan for the next five years, special attention is being given to the digitization of key areas of activity and the establishment of a genuine information society in the country.

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

Early childhood physical education (ECPE) plays a crucial role in giving young children their first impressions of physical activity and promoting lifelong participation. In the Korean context, however, the provision of physical education to young children is challenging owing to a lack of expertise among teachers. This study aims to explore effective teacher training strategies to normalize physical education for young children in Korea. Accordingly, the purpose of this study was to derive teacher education strategies that minimize the gap between theory and practice in ECPE. These integration strategies are presented in two categories: pre-service teacher training strategies and in-service teacher training strategies. Five sub-categories were identified within each category, goal, content, method, evaluation, and environment, and the educational implications in terms of minimizing the gap between theory and practice in ECPE teacher education were discussed based on the results. The teacher education strategies derived based on this study are significant in that they prioritize the integration of theory and practice based on the shared opinions of ECPE scholars and practitioners and offer concrete and practical approaches that can actively contribute to the promotion of ECPE.

İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi

Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.

Teaching Efficacy Structures and Influencing Factors in Promoting Success and Retention Among Pre-Service Teachers

This study explored the collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna, Philippines. Multiple regression analysis was used to determine significant predictors of pre-service teachers’ performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents’ in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers’ performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers’ performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers’ collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.

Non-traditional HIIT-style ROTC training elicits positive bone quality and performance adaptations

ABSTRACT Military personnel experience elevated bone injury incidence, partly due to arduous and repetitive training. Non-traditional High-Intensity Interval Training-style (HIIT) may benefit pre-enlisted Reserve Officer Training Corps (ROTC) cadet’s musculoskeletal health and performance prior to military service. This study investigated 16 ROTC (n = 12 males; n = 4 females) and 15 physically active sex-, age-, and body mass-matched Controls’ musculoskeletal health and performance from November to April. Total body, lumbar spine, and dual- hip dual-energy X-ray absorptiometry scans and 4%, 38%, 66% tibial peripheral quantitative computed tomography scans, blood draws (serum sclerostin and parathyroid hormone), and maximal muscle strength and aerobic capacity testing were completed. From November to April, ROTC improved bone density (DXA) of the dominant total hip and greater trochanter and non-dominant greater trochanter and 38% and 66% tibial total volumetric and cortical bone density (pQCT) similarly or more than Controls (all p ≤ 0.049). From November to April, ROTC also improved bench and leg press, and peak aerobic capacity (all p ≤ 0.013). From November to January, serum sclerostin increased (p ≤ 0.007) and remained elevated through April, while parathyroid hormone was unchanged. HIIT-style training induced positive musculoskeletal adaptations, suggesting it may be an excellent pre-service training modality for this injury prone group.

Exploring Dimensions of Teacher Education in Nepal: Perspectives, Challenges, and Reform Opportunities

This study evaluates Nepal's English Language Teacher Education (ELTE) reform possibilities and challenges. The study examines teacher education in connection with social contexts, knowledge transformation, and knowledge generation from many perspectives. Reflective teaching, modelling, and research habits improve instructors' professionalism and create effective learning environments. According to the report, English Language Teachers in Nepal face obstacles that must be addressed in teacher education. Content analysis is used to study the diverse literature. Surkhet English teachers and headteachers participate in a focus group. The paper's results and discussion section summarize the literature review and participants' opinions. It covers key concerns such as the absence of physical facilities and funds for teacher training, poor English language ability among instructors, coordination issues between pre-service and in-service training programs, and minimal research on ELT classroom methods. Reforming teacher education to improve topic knowledge, pedagogical skills, and technology expertise is recommended. English language teacher education faces societal inequities, uneven government regulations, and limited access to internet resources and databases. The study also examines technology integration in English language classrooms, online platforms, and the lack of research on ICT integration in Nepalese education. This research article helps to understand ELTE in Nepal and suggests areas for development and additional study.

Self-Regulated e-Learning in Pre-Service Teacher Training for Realities of 21st Century Classrooms

Educators and students were unprepared for the suspension of face-to-face (f2f) educational activities due to Covid-19, specifically those less experienced in online teaching and learning. Students and educators were traumatised by the sudden switch to online teaching and learning. As such the transition from f2f to exclusive online learning prompted adjusted pedagogical methods and assumed measures of self-regulated e-learning (SRL). During this period researchers embarked on a longitudinal project in Information and Communication Technologies (ICT) called the 21st Century Project (21CP). The purpose of the study was to explore the SRL behaviours of pre-service teachers in online learning and to understand the extent to which a curriculum for technology integration alongside contextual factors influences SRL. As such our conceptualisation of the SRL framework adds two moderating constructs, these are, context and intervention to the core constructs of SRL. The sample of sixty six (66) students were drawn from a volunteer cohort of 166, 4th year pre-service students. Data were collected through interviews, surveys and online journal entries. The data was analysed qualitatively using narrative methods in which themes were identified and reported. The findings revealed that: the ICT integration curriculum represented a cornerstone for SRL development and shaped students’ SRL behaviours; there were differences in the SRL practices that could be attributed to students’ learning habits and attitudes to the ICT-based interventions. The findings of this study provide an understanding of interrelationships among SRL, context, and the design of an online curriculum. The study made three contributions to policy and practice. Firstly, SRL can be improved by providing activities that include clear guidelines for engagement through guided instructional methodologies. Secondly, the faculty curriculum developers should formulate guidelines to ensure that curricular iterations are developed as blended f2f/online modes to enable a quick and seamless transition for exclusive online use. Finally, course creators can improve student engagement by aligning learning outcomes and related activities with learning events.

Levels of Involvement of Educational Stakeholders in Preparation of Strategic Plans in Enhancing Selected Aspects of Organizational Performance in Public Secondary Schools in Arusha Region

This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.