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dc.contributor.authorJuma, Said
dc.contributor.authorLehtomäki, Elina
dc.contributor.authorNaukkarinen, Aimo
dc.date.accessioned2017-10-03T10:06:02Z
dc.date.available2017-10-03T10:06:02Z
dc.date.issued2017
dc.identifier.citationJuma, S., Lehtomäki, E., & Naukkarinen, A. (2017). Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers. <i>International Journal of Whole Schooling</i>, <i>13</i>(3), 67-87. <a href="http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/13-3%20Juma%20Lehtom%C3%A4ki%20&%20Naukkarinen%202017.pdf" target="_blank">http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/13-3%20Juma%20Lehtom%C3%A4ki%20&%20Naukkarinen%202017.pdf</a>
dc.identifier.otherCONVID_27234702
dc.identifier.otherTUTKAID_75067
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55512
dc.description.abstractDeveloping inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
dc.language.isoeng
dc.publisherConcordia University College of Alberta
dc.relation.ispartofseriesInternational Journal of Whole Schooling
dc.relation.urihttp://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/13-3%20Juma%20Lehtom%C3%A4ki%20&%20Naukkarinen%202017.pdf
dc.subject.otherprimary school teachers
dc.subject.otherinclusive teacher education
dc.subject.otherorganisational learning
dc.subject.othercollaborative action research
dc.subject.othersub-Saharan Africa
dc.titleDeveloping inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201709203777
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-09-20T12:15:09Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange67-87
dc.relation.issn1710-2146
dc.relation.numberinseries3
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoalakoulu
dc.subject.ysoosallistaminen
dc.subject.ysooppiva organisaatio
dc.subject.ysooppiminen
dc.subject.ysoorganisaatiot
dc.subject.ysoammatillinen kehitys
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p10728
jyx.subject.urihttp://www.yso.fi/onto/yso/p9728
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p272
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
dc.rights.urlhttps://creativecommons.org/licenses/by-nd/4.0/


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© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
Except where otherwise noted, this item's license is described as © the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.