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Beginning to teach inclusively: an analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania
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.
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Publication status
- Published
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- Published version
Journal
Teaching and Teacher EducationISSN
0742-051XPublisher
ElsevierExternal DOI
Volume
51Page range
38-46Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2015-12-03First Compliant Deposit (FCD) Date
2015-12-03Usage metrics
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