{"title":"坦桑尼亚公立学前教育的包容性:未弥合的教师和家长角色意识差距","authors":"Pambas Tandika Basil","doi":"10.1080/21683603.2021.1960227","DOIUrl":null,"url":null,"abstract":"ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap\",\"authors\":\"Pambas Tandika Basil\",\"doi\":\"10.1080/21683603.2021.1960227\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2021-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2021.1960227\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1960227","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap
ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.