Challenges to prepare pre-service teachers for inclusive education in Bangladesh: Beliefs of higher educational institutional heads

M. Tariq Ahsan, Umesh Sharma, Joanne M. Deppeler

Research output: Journal PublicationArticlepeer-review

20 Citations (Scopus)

Abstract

This paper reveals the beliefs of higher education institutional heads about the challenges they face in preparing pre-service teachers for inclusive education in Bangladesh. Semi-structured interviews were conducted with 22 institutional heads. Data were analysed by applying thematic analysis procedure. Challenges were found in four theme areas: attitudinal beliefs, academic challenges, challenges in practicum and challenges for beginning teachers. Lack of appropriate information in the teacher preparation curriculum, untrained teacher educators, limited resources, inappropriate teaching-learning approaches, insufficient practicum experiences, and large class sizes were some of the major challenges identified. Participants also identified some useful strategies to address the challenges which ranged from curriculum reform, emphasizing practicum more than theories, human resource development empowering institutional heads to implement inclusion and resource support. Implications of the findings for university educators are discussed.

Original languageEnglish
Pages (from-to)241-257
Number of pages17
JournalAsia Pacific Journal of Education
Volume32
Issue number2
DOIs
Publication statusPublished - Jun 2012
Externally publishedYes

Keywords

  • Bangladesh
  • curriculum reform
  • higher education institutions
  • inclusive education
  • pre-service teacher education
  • teacher beliefs

ASJC Scopus subject areas

  • Education

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