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Teaching for All

Gray, Rachel LU (2013) MIDM71 20131
LUMID International Master programme in applied International Development and Management
Abstract
Through a case study of teachers’ reactions to inclusive education in Dar es Salaam, this thesis sought to answer (1) how teachers in Dar es Salaam perceive their ability to deliver inclusive education to their students and (2) how an understanding of their perceptions can be utilized to overcome the challenges of implementing inclusive education in Tanzania’s public schools. Using an abductive approach, theory and data influenced each other. The ways in which the teachers were reacting to inclusive education were explored through a model of professional development which found that teachers doubted their capacity to teach diverse students, citing limited resources and training. Theories of international policy adaption were then employed... (More)
Through a case study of teachers’ reactions to inclusive education in Dar es Salaam, this thesis sought to answer (1) how teachers in Dar es Salaam perceive their ability to deliver inclusive education to their students and (2) how an understanding of their perceptions can be utilized to overcome the challenges of implementing inclusive education in Tanzania’s public schools. Using an abductive approach, theory and data influenced each other. The ways in which the teachers were reacting to inclusive education were explored through a model of professional development which found that teachers doubted their capacity to teach diverse students, citing limited resources and training. Theories of international policy adaption were then employed to demonstrate how taking teachers views about resources and training into consideration will ease the incorporation of inclusive education into Tanzania’s education system. (Less)
Please use this url to cite or link to this publication:
author
Gray, Rachel LU
supervisor
organization
alternative title
Teacher Perceptions of Inclusive Education
course
MIDM71 20131
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Education, Teachers, Inclusive Education, Universal Primary Education, International Development Goals
language
English
id
3798905
date added to LUP
2013-06-27 11:38:44
date last changed
2013-06-27 11:38:44
@misc{3798905,
  abstract     = {Through a case study of teachers’ reactions to inclusive education in Dar es Salaam, this thesis sought to answer (1) how teachers in Dar es Salaam perceive their ability to deliver inclusive education to their students and (2) how an understanding of their perceptions can be utilized to overcome the challenges of implementing inclusive education in Tanzania’s public schools. Using an abductive approach, theory and data influenced each other. The ways in which the teachers were reacting to inclusive education were explored through a model of professional development which found that teachers doubted their capacity to teach diverse students, citing limited resources and training. Theories of international policy adaption were then employed to demonstrate how taking teachers views about resources and training into consideration will ease the incorporation of inclusive education into Tanzania’s education system.},
  author       = {Gray, Rachel},
  keyword      = {Education,Teachers,Inclusive Education,Universal Primary Education,International Development Goals},
  language     = {eng},
  note         = {Student Paper},
  title        = {Teaching for All},
  year         = {2013},
}