Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education
Abstract
This qualitative study examined the competency of in-service teachers in inclusive education in
Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one
state university participated in the study. Semi structured interviews were used to collect data. Thematic
analysis was used to analyse data. The study established that for most of the teachers, the in service training
fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that
most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and
interaction groups were common methods of teaching. It was also reported that lack of resources and lack of
support from other teachers were major challenges impeding teachers from meeting the needs of the learners
in inclusive setting. The study further revealed that extensive training on use of individual educational
program is needed during training. The study recommends that teachers be evaluated on all relevant
competences during teaching practise which could enhance the professional development of in-service
teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune
the teachers skills in teaching in an inclusive classes.
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