@article{Patricia Muvirimi_2019, title={Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education}, volume={10}, url={https://ojs.amhinternational.com/index.php/jevr/article/view/2961}, DOI={10.22610/jevr.v10i1(V).2961}, abstractNote={<p><span class="fontstyle0">This qualitative study examined the competency of in-service teachers in inclusive education in<br>Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one<br>state university participated in the study. Semi structured interviews were used to collect data. Thematic<br>analysis was used to analyse data. The study established that for most of the teachers, the in service training<br>fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that<br>most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and<br>interaction groups were common methods of teaching. It was also reported that lack of resources and lack of<br>support from other teachers were major challenges impeding teachers from meeting the needs of the learners<br>in inclusive setting. The study further revealed that extensive training on use of individual educational<br>program is needed during training. The study recommends that teachers be evaluated on all relevant<br>competences during teaching practise which could enhance the professional development of in-service<br>teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune<br>the teachers skills in teaching in an inclusive classes.</span> </p&gt;}, number={1(V)}, journal={Journal of Education and Vocational Research}, author={Patricia Muvirimi}, year={2019}, month={Dec.}, pages={22-29} }