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The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in...
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Context 1
... majority 72% (n¼55) of the respondents were females with only 28% (n¼21) being males presumably this broadly reflects the makeup of the Botswana's teaching population. The majority 55% (n¼42) of the teachers obtained a Diploma in Education; 38% (n¼29) had a Bachelor's degree in Education and the rest held teacher certificate (see Table 1). ...
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Despite special classrooms and educational programs being developed for special needs students in the 19th century, it is now believed that the inclusion of special needs students with mainstream students is the more effective option. The aim of this study was to examine the views of elementary school teachers about inclusive education. Data was co...
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Citations
... This lack of knowledge has been attributed to inadequate teacher preparation for inclusive education and limited emphasis on inclusive pedagogical approaches in pre-service teacher education (Opoku et al. 2021a;Kuyini, Desai, and Sharma 2018;Vanderpuye, Obosu, and Nishimuko 2020). Teachers have consistently called for more professional development (PD) in inclusive education to equip them with inclusive knowledge, skills, attitudes and pedagogical capacities to enable them to promote learning for all (Nketsia et al. 2020;Blanks 2016;Carew et al. 2019;Mangope and Mukhopadhyay 2015). However, there is a dearth of research on the issue of access to PD opportunities for in-service secondary school teachers in Ghana. ...
... In the field of inclusive education, studies have reported that the participation of teachers in PD may have a positive impact on teaching practices in the classroom (Nketsia and Saloviita 2013;Nketsia et al. 2016;Blanks 2016;Carew et al. 2019;Crispel and Kasperski 2021;Forlin, Sharma, and Loreman 2014;Holmqvist and Lelinge 2021;Mangope and Mukhopadhyay 2015;Misquitta and Joshi 2024). In particular, in-service training is believed to change teachers' attitudes and self-efficacy and equip them with the requisite pedagogical skills to teach in inclusive classrooms (Crispel and Kasperski 2021;Misquitta and Joshi 2024;Srivastava, de Boer, and Sip Pijl 2015). ...
... The importance of PD in improving teachers' attitudes towards adopting inclusive teaching practices and enhancing students' achievement in the classroom cannot be overemphasised (Carew et al. 2019;Holmqvist and Lelinge 2021;Mangope and Mukhopadhyay 2015). Continuous PD is required to equip teachers with inclusive knowledge, skills and pedagogical practices to improve learning outcomes for all students in mainstream education. ...
The implementation of inclusive education appears to have stalled in secondary schools in Ghana, coupled with the fact that there is a dearth of literature on teachers’ access to PD in inclusive education. This study adopted the complexity system professional development (PD) model as a conceptual framework to explore the experiences of stakeholders in relation to teachers’ access to PD opportunities in inclusive education. This qualitative study draws on a purposive sample of 37 participants consisting of school leaders, special educators and teachers from both public and private secondary schools recruited in a region in Ghana. A semi-structured interview guide was developed, and data were collected via face-to-face interviews and focus group discussions. Although the majority of the participants indicated that their pre-service teacher education exposed them to inclusive education, only a few felt that this training adequately prepared them to adopt inclusive pedagogical skills to address the diversity of learning needs in the classroom. At the individual teacher, learning activity and school and system support levels, the participants recounted major barriers to PD accessibility in inclusive education. We also discuss the implications of the study for policymaking.
... Chikari, Rudhumbu and Svotwa (2015), on their part, undertook a study on continuous professional development and realised that it helps to contribute to improvement of students and schools' performances. Effective continuous professional development is reckoned to be integral to quality teaching and learning, improves teachers' chance to continually finetune and improves their teaching skills (Mangope & Mukhopadhyay, 2015). A similar study uncovered that continuous professional development helps teachers to adopt new roles and also provides opportunities for teachers for their career progression (Melesse & Gulie, 2019). ...
Continuous Professional Development for Public School Teachers:
Benefits and Concerns
Alfred Kuranchie and Judith Bampoh
Abstract
Teacher continuous professional development (CPD) is an issue for stakeholders of education. Consequently, stakeholders of education have been expending a lot to ensure that teachers
continuously and incessantly enjoy this sort of training in varied forms. CPD has been introduced in response to the growing need for 21 st century skills and knowledge for teachers to be able to train learners for the new era’s social and job market demands. Research has also been executed to study varied aspects of CPD and activities provided for teachers to unearth how beneficial they have been to patrons. This study was conducted to garner more ideas about CPD and to deepen the understanding on how it is faring in Ghanaian senior high schools. The quantitative study evoked the use of descriptive survey design to guide the conduct of the study. A sample of 117 teachers who met the inclusion criteria were randomly selected to participate in the study. The sample size constitutes a return rate of 92.3% Questionnaire was developed and used to gather data from respondents who had participated in a number of CPDs so as to solicit data on the benefits of the programmes as well as the concerns they have about them. The study unveiled that continuous professional development programmes have been beneficial to the
participants. The programmes have benefited them in various aspects of their work. Nonetheless, the study disclosed that the participants have some concerns that, if well addressed by
stakeholders, would help improve the quality of the programmes to immensely benefit participants and the education service. Stakeholders are urged to pay more attention to and
improve on when, where, and how such programmes are organised for them to yield the desired dividends.
... CPD aims to bring positive changes in teachers' classroom practices, attitudes, and beliefs. It builds teachers' capacity to reflect on, analyze and document their experiences through a systematic series of workshops, formal and informal meeting discussions, training sessions, and lesson observations (Mangope & Mukhopadhyay, 2015;Selemani-Meke, 2013). There are many terms that have been used to describe staff development but the term CPD has been selected for this study because the term 'continuing' suggests something that is uninterrupted or ongoing (O'Brien & Jones, 2014). ...
... Das et al. (2013) added that this could be achieved if teachers were involved in planning from the beginning as they could identify their own needs and ensure that they were incorporated into CPD programs. When CPD aligns with participants' knowledge and beliefs, it allows them to be reflective practitioners (Mangope & Mukhopadhyay, 2015). This enables them to make a connection between the learning content and real work experiences. ...
... This should include the duration of the activity and the span over which such activities take place (i.e., should be ongoing as opposed to a one-off activity). To reinforce this assertion, Mangope and Mukhopadhyay (2015) point out that effective CPD should have a systematic, ongoing pattern. Therefore, in an instance where onetime workshops or seminars are the only options, they should be followed up by meetings that would allow teachers to review and clarify their concerns (David & Kuyini, 2012). ...
The purpose of this study was to explore teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education in Mkushi District, and its role in improving pedagogical practices in inclusive settings. The study was conducted among 78 general and special education teachers teaching in primary and secondary schools that were either special or inclusive education schools. A survey research design was used to measure teachers’ perceptions about the current practices in inclusive education and their training needs to enable them to implement inclusive education. A self-administered online questionnaire was sent out to participants, through which quantitative and qualitative data were collected and analyzed. The findings suggest that generally, teachers in Mkushi have positive perceptions about CPD for inclusive education and were enthusiastic about the practice. However, the teachers indicated that they needed CPD to focus on how to teach in inclusive settings and to develop skills in adapting teaching materials to meet learners’ needs. The teachers believed that these training needs could be achieved if they were trained by experts in inclusive education. It is hoped that the findings of this research would lead to more effective models for teachers’ professional development in inclusive education in Zambia.
... This could have accounted for their mean post-training scores of 19.5 despite the maximum total score on the competence scale at 30. Research has suggested that even experienced teachers require ongoing coaching to acquire skills needed to interpret FBA information for developing and implementing appropriate interventions(Mangope & Mukhopadhyay, 2015). The time allotted to training was T A B L E 5 Multilevel regressions to examine relationships between the effects of training and potential covariates on the observed Perceived Skills scores ...
This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real‐world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in‐person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre‐ and post‐test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in‐service teachers in behavior management for schools with children having disabilities and challenging behavior.
... For instance, the administration of the apartheid education system in Namibia during the colonial regime had presented challenges of inequality and exclusion (Amukugo, 1993;Mart, 2011;Mosweunyane, 2013). Hence, upon Namibian independence in 1990, the policies that existed had no clear policy statements and guidelines on how to practice inclusion in schools (Mangope and Mukhopadhyay, 2015;McKinney and Swartz, 2016). Similarly, Mpu and Adu (2021) cite policy ambiguity as a challenge in the implementation of inclusive education in South African schools. ...
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non‐conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non‐conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non‐conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non‐conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non‐conformity issues in schools. The study further recommends for the programmes for in‐service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in‐service teacher training, education officers should provide correct information on gender non‐conformity to curb the discrimination towards gender non‐conforming learners within the school communities.
... These initiatives generally require "high-quality continuing professional development" (Phorabatho & Mafora, 2013, p. 617) to bring about significant paradigm shifts in teachers' thinking and practice, which their previous training has not equipped them to do (Akyeampong, 2003). Such dramatic shifts cannot be brought about by short-term programmes-which Botswanan teachers admitted to in a 2015 studyespecially with regard to important educational change imperatives (Mangope & Mukhopadhyay, 2015). ...
Since the first democratic elections in 1994, South Africa's education system has undergone four curriculum revisions. In each of these iterations, the teachers who were among the first in line to implement change were the Foundation Phase (FP) teachers. However, since then, the low numeracy and literacy levels of primary school learners have been of increasing concern. In this context, in 2017, a series of continuous professional development (CPD) workshops were run with 18 Grade 3 FP teachers from five no-fee primary schools in the Cape Winelands to enhance their use of assessment to improve teaching and learning. This professional development model comprised six monthly workshops, in which the teachers were introduced to various assessment for learning (AfL) techniques and strategies. Each workshop was subsequently supplemented with a classroom support visit by one of the workshop presenters. A few months after the conclusion of the workshops and support visits, the participating teachers, subject advisers, management, and district officials were interviewed about programme efficacy. What emerged was that although all stakeholders saw value in this CPD initiative, the subject advisers and teachers felt that they had particularly benefitted from the programme in terms of the training received, the training model, materials, and follow-up support visits. However, despite the teachers' enthusiasm, there was a varied level of implementation of AfL practices in classrooms-shaped by the context in which the schools were located and their internal dynamics. Affecting the efficacy of the programme-and thus having implications for sustainability-were extraneous factors such as programme timing, competing priorities, and school dynamics. This suggests that for any such CPD programme to succeed, the various factors that could inhibit programme success need to be noted and circumvented.
... So far, teacher education in IE has often focused on increasing teacher-specific didactical competences to cope with children with SEN. It has been stressed that professional development for teachers should pay more attention to build on collaboration and collegial interactions (Mangope and Mukhopadhyay, 2015). According to Forlin and Sin (2017), the development of teacher competencies, as a curriculum for professional learning, requires a number of key principles, including: ...
... Even more, teachers who participated in the training course became carriers of IE values and communicated about practical solutions for other teachers in the school. According to Mangope and Mukhopadhyay (2015), cooperation between teachers in turn promotes their professional self-development. The participation and contribution of school leaders throughout the training was also an important positive factor. ...
Most countries face the challenge of reconstructing their education systems to ensure equitable quality education for all children in inclusive settings. This challenge is also relevant in Estonia, the context of this study. A long-term in-service training course for school teams (school leaders, support specialists, and teachers) was developed and implemented in Estonia. The main goal of the training course was to develop attitudes, skills, and knowledge of school staff about the concept and meaning of inclusive education (IE) and the effective implementation through inclusive school development strategies. The aim of the current study was to find out how the in-service training course for school teams influences system-wide changes in the implementation of IE at the school level and what factors affect it. Purposeful sampling (two schools) was used, and the qualitative thematic case study research method was chosen to find answers to the research questions. Data were collected from school policy documents, homework assignments of the training course, semi-structured interviews in the middle and at the end of the training course, open-ended questionnaires at the end of the training course, and researcher diary. The results showed that the in-service training course for school teams enhanced cultural and structural changes at the school level. These changes were influenced by factors such as leadership, collaboration, commitment, and contribution of different parties, system-wide approach, resources, and external expertise. The implications of these findings are discussed further in the paper.
... The results showed that insufficient training, resources, monetary support for teachers, and, to some extent, opposition from parents were cited as fundamental obstacles to successful implementation of inclusionary practices. Furthermore, teachers in Botswana indicated that they did not receive enough training to implement inclusion, had no input into training content, and there were insufficient funds for training (Mangope and Mukhopadhyay 2015). These studies indicate that teachers in a variety of locations have similar concerns regarding the implementation of inclusive education. ...
In chapter eight, Shauna-Kay McArthur, Tisha Ewen-Smith,
and Jessica Scott discuss the topic ‘An Inclusive Jamaica for
Members of the Deaf Community: A Situational Analysis.’
These authors present a strong case for including persons with
disabilities in the Jamaican society, primarily in the Jamaican
education system. They make some recommendations for action
that can contribute to a more inclusive education system for deaf
persons.
... For instance, the need for clear school policy, allocation of resources, creating an inclusive school environment, the professionalism of whole school staff, and collaboration. International studies have also pointed out that professional development of teachers on IE should pay more attention to build on collegial interaction and collaboration between different stakeholders [44,45]. The fact that teachers and support specialists participated in a longer training course for raising their capacities to work in the inclusive classroom was also considered. ...
Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.
... Subsequently, a call for the reconstructing of teacher education curriculum was made, one that prepares teachers to provide education for students with special education needs along with other able students in the same class. Teachers who lack training in appropriate strategies to teach students with special needs often have a negative perception towards these students, thereby lessening the likelihood of success for inclusive educational opportunities (Mangope and Mukhopadhyay 2015). ...
... Third, the overall findings of this study signify the importance of teachers' training and professional development in SEN to enhance their knowledge and understanding of inclusive education. However, as Mangope and Mukhopadhyay (2015) claimed, professional development programmes such as 'one-time workshops' are not very effective in enhancing teacher competency, rather a systematic and large-scale training leads to a sustainable impact on teachers' knowledge of inclusive education (Braun 2020;Mangope and Mukhopadhyay 2015;Zulfija, Indira, and Elmira 2013). ...
... Third, the overall findings of this study signify the importance of teachers' training and professional development in SEN to enhance their knowledge and understanding of inclusive education. However, as Mangope and Mukhopadhyay (2015) claimed, professional development programmes such as 'one-time workshops' are not very effective in enhancing teacher competency, rather a systematic and large-scale training leads to a sustainable impact on teachers' knowledge of inclusive education (Braun 2020;Mangope and Mukhopadhyay 2015;Zulfija, Indira, and Elmira 2013). ...
This article aims to examine teacher readiness for inclusive education with the contextual influence of gender, age, academic qualification , teachers' teaching experience, involvement in teaching students with special educational needs, and teacher training. Using a quantitative research design, a survey questionnaire was administered to 628 teachers in 77 government schools. The results from the survey were analysed using the Statistical Package for Social Sciences (SPSS) 27.0. Findings indicate teachers' rating of their knowledge, understanding, skills, abilities and attitude for an inclusive education. In addition, results for the inferential statistics of t-test and one-way analysis of variance (ANOVA) based on tea-cher's gender, age, academic qualification, teaching experience, involvement in teaching students with special needs, and teacher training are presented. The findings from this research highlight the important role of teachers' knowledge, understanding, skills, abilities and attitude in further enhancing the inclusive educational opportunities for students with special needs.
