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

Resource type
Journal Article
Authors/contributors
Title
Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania
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.
Publication
Teaching and Teacher Education
Volume
51
Pages
38-46
Date
2015-10-01
Journal Abbr
Teaching and Teacher Education
Short Title
Beginning to teach inclusively
Library Catalogue
ResearchGate
Citation
Westbrook, J., & Croft, A. (2015). Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania. Teaching and Teacher Education, 51, 38–46. https://doi.org/10.1016/j.tate.2015.05.003