Beginning to teach inclusively: an analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania

Westbrook, Jo and Croft, Alison (2015) Beginning to teach inclusively: an analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania. Teaching and Teacher Education, 51. pp. 38-46. ISSN 0742-051X

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Abstract

Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an
interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a
medical model of disability to a concern with improving teaching and learning for all.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
H Social Sciences > H Social Sciences (General)
Depositing User: Deeptima Massey
Date Deposited: 03 Dec 2015 09:48
Last Modified: 07 Mar 2017 06:58
URI: http://sro.sussex.ac.uk/id/eprint/58583

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