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

journal contribution
posted on 2023-06-08, 23:36 authored by Jo WestbrookJo Westbrook, Alison Croft
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.

History

Publication status

  • Published

File Version

  • Published version

Journal

Teaching and Teacher Education

ISSN

0742-051X

Publisher

Elsevier

Volume

51

Page range

38-46

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2015-12-03

First Compliant Deposit (FCD) Date

2015-12-03

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