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De eloping inclusi e p e-se ice and in-se ice eache educa ion : Insigh s om
Zanziba p ima y school eache s
Juma, Said; Leh omäki, Elina; Naukka inen, Aimo
Juma, S., Leh omäki, E., & Naukka inen, A. (2017). De eloping inclusi e p e-se ice
and in-se ice eache educa ion : Insigh s om Zanziba p ima y school eache s.
In e na ional Jou nal o Whole Schooling, 13(3), 67-87.
h p://www.wholeschooling.ne /Jou nal_o _Whole_Schooling/a icles/13-
3%20Juma%20Leh om%C3%A4ki%20&%20Naukka inen%202017.pd
2017
INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, Vol. 13, No. 3
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De eloping Inclusi e P e-se ice and In-se ice Teache Educa ion:
Insigh s om Zanziba P ima y School Teache s
Said Juma
Facul y o Educa ion and Psychology,
Uni e si y o Jy askyla, Jy askyla, Finland and
School o Educa ion,
S a e Uni e si y o Zanziba , Zanziba , Tanzania
[email p o ec ed]
Elina Leh omäki
Aimo Naukka inen
Facul y o Educa ion and Psychology,
Uni e si y o Jy askyla, Jy askyla, Finland
To ci e his a icle: Juma, S., Leh omäki, E., & Naukka inen,
A. (2017). De eloping inclusi e p e-se ice and in-se ice
eache educa ion: Insigh s om Zanziba p ima y school
eache s. In e na ional Jou nal o Whole Schooling, 13(3), 67-
87.
INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, Vol. 13, No. 3
68
Abs ac
De eloping inclusi e eache educa ion o imp o e lea ning and schooling o all child en is
a ac ing inc easing in e es wo ldwide. This s udy examined eache s’ insigh s in o he
de elopmen o inclusi e eache educa ion by d awing on collabo a i e ac ion esea ch
conduc ed by 20 p ima y school eache s in Zanziba , Tanzania. The da a we e collec ed
h ough semi-s uc u ed in e iews and sel - e lec i e jou nals kep by he eache s and he
i s au ho . The quali a i e hema ic con en analysis e ealed: (1) he need o embed
inclusi e educa ion and ac ion esea ch in o p e-se ice and in-se ice eache educa ion
cu icula and (2) bo h school-based o ganisa ional lea ning and school–communi y and
school–uni e si y collabo a ions may os e collabo a i e school cul u es and inclusi e in-
se ice eache educa ion. The s udy discusses he ole o eache s’ oices in in o ming
eache educa ion de elopmen o educa ional equi y and inclusion.
Key wo ds: p ima y school eache s; inclusi e eache educa ion; o ganisa ional
lea ning; p o essional de elopmen ; collabo a i e ac ion esea ch; sub-Saha an A ica.
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In oduc ion
Inclusi e educa ion (IE) has gained popula i y as an e ec i e app oach o educa ing
all child en by inc easing hei p esence in schools, pa icipa ion and (academic and social)
achie emen (Ainscow, Boo h & Dyson, 2006; Fo lin, 2013). I s use has ecen ly been
ea i med h ough he adop ion o a new ision o inclusi e and equi able quali y educa ion
and li elong lea ning o all in he UN’s Sus ainable De elopmen Goal 4 and he Incheon
Decla a ion o Educa ion 2030. Fo lin, Lo eman and Sha ma (2014) no e ha se e al
go e nmen s wo ldwide ha e enac ed IE policies, s anda ds and guidelines. Ye , in many
coun ies, p e-se ice and in-se ice eache educa ion e o ms o suppo hese new
de elopmen s a e lacking (A ms ong, A ms ong & Spandagou, 2011; Va us, 2009).
The si ua ion is pa icula ly poo in sub-Saha an A ica (SSA) (Fo lin, 2010;
UNESCO, 2014), whe e eache s lack no only su icien aining and esou ces, bu also
p o essional iden i ies and au onomy. Buckle (2011) has obse ed ha many coun ies in
his egion all sho wi h espec o eache educa ion policies. Lauwe ie and Akka i (2015)
and Ha dman, Abd-Kadi and Tibuhinda (2012) ha e also no ed ha p e-se ice eache
aining in SSA ypically in ol es candida es wi h low le els o school educa ion and weak
en y quali ica ions, while in-se ice eache aining ends o be a he spo adic. Likewise,
Akyeampong, Lussie , P yo and Wes b ook (2013) ha e s a ed ha p e-se ice eache
educa ion in his egion is based on cu icula ha place li le emphasis on lea ning quali y o
he di e si y o pedagogical app oaches. Ha be (2012) u he main ains ha eache
educa ion in SSA is au ho i a ian and lacks e lec i e p ac ices. Despi e hei pa amoun
impo ance, eache educa ion e o ms o imp o e lea ning o all s uden s ha e ecei ed li le
a en ion in he egion (c . G i in, 2012; Ha be , 2012; Moon & Wol enden, 2012).
Examining eaching and eache educa ion issues in Tanzania om an e hnog aphic
iew, Va us (2009) inds ha , despi e he e o ms in na ional educa ion policy and syllabi,
eache educa ion e o ms ela ed o p epa ing p e-se ice and in-se ice eache s o use
lea ne -cen ed pedagogy and o unde s and he heo ies unde pinning such app oaches a e
lacking. Teaching and eache educa ion e o ms in Tanzania and simila con ex s should
ca e ully conside local socio-cul u al, poli ical and economic ac o s. O he wise, lea ne -
cen ed pedagogical e o ms a e unlikely o be success ul (Va us, 2009).
Teache educa ion e o m is c ucial o imp o ing eaching and lea ning, and lis ening
o in-se ice eache s is impo an o c ea ing ealis ic and con ex ually ele an eache
educa ion e o m (Chauda y & Im an, 2012; E en, 2015). Fo lin (2012) asse s ha ‘‘ eache
educa ion equi es conside a ion a bo h p e- and in-se ice le els and good quali y and
app op ia e aining a e impe a i e i inclusion is o be e ec i e’’ (p. 6). Whils some s udies
ela ed o p e-se ice and in-se ice eache educa ion in Zanziba ha e been conduc ed (e.g.
Mosha, 2015), he e is li le scien i ic unde s anding o eache s’ insigh s in o how o p omo e
inclusi e eache educa ion.
Teache s a e key pa ne s in he success ul implemen a ion o IE. Since hey a e he
ones who expe ience he challenges o inclusion, hei oices on ways o imp o e p e-se ice
and in-se ice eache educa ion a e essen ial. Mo eo e , quali y eaching wi h IE p ac ices
equi es app op ia e and well-designed eache educa ion p og ammes (Fo lin, Kawai &
Higuchi, 2014; Sha ma, Fo lin, Deppele , & Yang, 2013). The need o imp o e he quali y o
eache educa ion is emphasised by he o -ci ed quo a ion, ‘‘ he quali y o an educa ion
sys em canno exceed he quali y o i s eache s and p incipals’’ (OECD, 2011, p. 235).
In-se ice eache educa ion and p o essional de elopmen h ough collabo a i e
ac ion esea ch (CAR) ha e p oduced p omising esul s ela ed o de eloping capaci y o
implemen ing inclusion wo ldwide (A alos, 2011; Ca ing on & Robinson, 2004; Makoelle,
2014b; Wai olle & A iles, 2016). The in e es in he signi icance o eache s’ capaci y
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de elopmen h ough e lec i e inqui ies can be aced o Dewey (1933), who emphasised
e lec i e ac ion among eache s (E scheid , Cu an & Sawye , 2012). Thus, in his s udy, we
pay a en ion o he oices o in-se ice eache s who ha e implemen ed inclusi e p ac ices in
hei schools. In pa icula , he eache s in he p esen s udy a emp ed o de elop inclusi e
collabo a i e inqui y p ac ices and cul u es h ough CAR p ojec s. A e desc ibing he s udy
con ex , we p esen and discuss he indings and explo e he a ailable ele an li e a u e on
wha is con ex ually ele an in de eloping inclusi e p e-se ice and in-se ice eache
educa ion in Zanziba .
Educa ion sys em and eache educa ion in Zanziba
In Zanziba , o mal educa ion comp ises wo yea s o p e-p ima y educa ion o 4- o
5-yea -olds, six yea s o p ima y educa ion (S anda ds I–VI) o 6- o 11-yea -olds, ou yea s
o seconda y educa ion o dina y le el (Fo ms I–IV) o 12- o 15-yea -olds, wo yea s o
seconda y educa ion ad anced le el (Fo ms V–VI) o 16- o 18-yea -olds and a minimum o
h ee yea s o highe educa ion (Minis y o Educa ion and Voca ional T aining [MoEVT],
2006). Unde his s uc u e, basic and compulso y educa ion (i.e. p e-p ima y educa ion,
p ima y educa ion and seconda y educa ion o dina y le el) akes 12 yea s.
Th oughou his s udy, he e m eache educa ion e e s o bo h p e-se ice eache
p epa a ion/ aining and in-se ice eache suppo /p o essional de elopmen . P e-se ice
eache educa ion has adi ionally been p o ided by eache aining colleges and
uni e si ies. Howe e , he 2006 educa ion policy e o ms place p e-se ice eache educa ion
o go e nmen ins i u ions wi hin he emi o he S a e Uni e si y o Zanziba (SUZA),
Zanziba ’s sole public uni e si y. As a esul , all public eache aining colleges a e being
g adually me ged wi h SUZA (MoEVT, 2006).
The minimum du a ion o p e-se ice eache educa ion is wo yea s, leading o a
diploma quali ica ion. The eaching p ac icum a his le el comp ises eigh weeks o
supe ised eaching p ac ice a he end o he i s yea . In highe educa ion, aining akes
h ee yea s, leading o a bachelo ’s deg ee quali ica ion wi h 16 weeks o supe ised eaching
p ac ice (8 weeks a he end o each o he i s wo yea s). In-se ice eache p o essional
de elopmen alls unde he emi o he Depa men o Teache Educa ion o he MoEVT.
This depa men ypically p o ides in-se ice p o essional de elopmen in he o m o
wo kshops and dis ance lea ning h ough eache esou ce cen es (Mosha, 2015).
In Zanziba , eache educa ion ins i u ions do no ye o e IE p og ammes a he
bachelo ’s o mas e ’s le els. Since 2006, he Zanziba Muslim Academy, a eache aining
college, has p o ided a one-yea in-se ice aining cou se on IE. In 2014, SUZA in oduced
a wo-yea p og amme on inclusi e and special needs educa ion, which is o e ed o bo h p e-
and in-se ice eache s a a diploma le el (below he bachelo ’s le el) and p o ides
c eden ials o each a he seconda y educa ion o dina y le el (Fo ms I–IV). One o SUZA’s
wo-yea p og ammes—Diploma in Educa ional Leade ship and Managemen —includes a
cou se called Social Inclusion and Di e si y in Schools. S udying in hese p og ammes is
olun a y, and IE is no compulso y a any le el o eache educa ion.
In a u he a emp o in eg a e IE heo y in o p ac ice, he MoEVT in 2014 selec ed
wo p ima y schools o pilo an ac ion esea ch p og amme as a p o essional de elopmen
model o de eloping eache s’ con idence and p oblem-sol ing capaci y o implemen IE
(Juma, Leh omäki & Naukka inen, 2017). Resea ch has shown ha ac ion esea ch de elops
eache s’ capaci y o imp o e hei pedagogical p ac ices and pupils’ lea ning (Ellio , 2015;
Juma, Leh omäki & Naukka inen, 2017).

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P epa ing and suppo ing eache s in inclusi e eache educa ion
Resea ch in o app op ia e ways o p epa ing and p o essionally suppo ing eache s
o p omo e IE has become popula (Fo lin, Kawai & Higuchi, 2015). The e is a p essing need
o eache educa ion o ocus a en ion on ‘‘ econcep ualising he oles, a i udes and
compe ences o s uden eache s o p epa e hem o di e si y hei eaching me hods, o
ede ine he ela ionship be ween eache s and s uden s and o empowe eache s as co-
de elope s o cu iculum’’ (UNESCO, 2013 p. 6). To ealise a quali y educa ion sys em ha
bene i s all s uden s, Fullan (2013) sugges s ha educa ion sys ems should: (1) os e g ea e
in insic mo i a ion among eache s and s uden s, (2) engage hem in con inuous ins uc ion
and lea ning imp o emen , (3) inspi e collec i e o eam wo k and (4) a ec all eache s and
s uden s.
Focusing on p epa ing p e-se ice eache s o inclusion is c ucial o add essing
nega i e a i udes and p omo ing eache s’ inclusi e p ac ices (Sha ma, Fo lin & Lo eman,
2008). Howe e , eache s need o be sys ema ically suppo ed in p omo ing inclusion h ough
he use o bo h adi ional (bu s ill ele an ) and new app oaches. Ad hoc and spo adic
app oaches, such as p o iding in-se ice aining wo kshops o sho cou ses in a piecemeal
ashion, should no domina e in-se ice eache educa ion. O he ele an and cos -e icien
oppo uni ies o suppo ing on-going eache p o essional de elopmen h ough mobile
phones, social media o adap a ions o he abundan ly a ailable open and ee educa ional
esou ces (Buckle , 2011) a e now possible and can be e ec i ely used in Zanziba and o he
esou ce-cons ained coun ies.
In his s udy, we d aw on p ima y school eache s’ CAR expe iences o imp o ing
p e-se ice and in-se ice eache educa ion in Zanziba , a semi-au onomous a chipelago in
Tanzania. We si ua e he eache s’ ecommenda ions in he con ex o he exis ing body o
li e a u e o e lec on and sugges how eache educa ion can p omo e inclusi e eache
educa ion and hence enable eache s o imp o e lea ning o all child en. In pa icula , based
on he eache s’ CAR expe iences, he s udy add esses he ollowing wo ques ions:
1. Wha do p ima y school eache s ecommend o he de elopmen o
inclusi e p e-se ice eache educa ion?
2. Wha do p ima y school eache s ecommend o he de elopmen o
inclusi e in-se ice eache educa ion?
The indings con ibu e o a g owing body o li e a u e on inclusi e eache educa ion
de elopmen . They also suppo a discussion on he ole o eache s’ oices on eache
educa ion de elopmen owa ds ealising inclusi e and equi able li elong lea ning o all. The
s udy aims o pa icipa e in he discussion on u u e di ec ions o inclusi e eache educa ion
de elopmen owa ds c ea ing educa ional equi y and excellence.
Me hod
Resea ch pa adigm and design
In his s udy we employed in e p e i e/cons uc i is pa adigm (C eswell 2003;
Mackenzie & Knipe 2006) by a emp ing o achie e an in-dep h unde s anding o he
eache s’ iews on he de elopmen o inclusi e eache educa ion. We adop ed ac ion
esea ch design whe eby he i s au ho ac ed as a acili a o and a c i ical iend o he
pa icipa ing eache s du ing hei CAR cycles. The use o ac ion esea ch o p omo ing
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inclusion in Zanziba was ecommended in a 2013 e alua ion o IE. The Inclusi e Educa ion
and Li e Skills Uni nomina ed wo go e nmen p ima y schools (he eina e e e ed o as
P ima y School A and P ima y School B) o pilo ac ion esea ch o his pu pose. Bo h
schools a e loca ed in u ban se ings, which, in his s udy, e e o a eas wi hin o close o he
majo owns in Zanziba .
Each nomina ed school selec ed 10 eache s based on hei en husiasm and eadiness
o o m ac ion esea ch eams. O hese eache s, ou ( wo om each school) wo ked as
special educa ion eache s in he special uni s. The emaining 16 eache s wo ked as egula
educa ion eache s o S anda ds I o IV. Mos o he eache s (17) had unde gone o mal
eache aining in a ecognised eache aining college o uni e si y. O he ou eache s
wo king in he special uni s, only one had unde gone wo-yea specialised aining as a
special educa ion eache ; he es had only a ended sho cou ses (be ween wo weeks and
h ee mon hs) on special educa ion. A e being selec ed, all 20 eache s pa icipa ed in h ee
4-day capaci y-building wo kshops o lea n how o unde ake ac ion esea ch and engage in i
as a o m o in-se ice p o essional de elopmen in p omo ing IE (see Juma, Leh omäki &
Naukka inen, 2017). Based on he eache s’ p ac ical expe iences and e idence gene a ed
h ough hei CAR p ojec s, we we e in e es ed in hei insigh s and he way o wa d in o he
de elopmen o inclusi e eache educa ion.
P io o he da a collec ion, app o al o his esea ch s udy was ob ained om he
Zanziba Resea ch Commi ee and he MoEVT. Pe mission was also sough om he
adminis a ion o each school. Be o e collec ing da a, he i s au ho in o med he eache s
abou he in en ion o using he in e iew da a o esea ch and publica ion pu poses.
Following a e bal desc ip ion o he in o med consen , all he eache s willingly ead and
signed he in o med consen o ms. All eache s also ga e e bal consen o audio eco ding
o he in e iews.
Responden alida ion (Saldaña, 2016) was implemen ed by con ac ing some o he
in e iewees ia email o phone o con i m a selec ion o poin s hey made du ing he
in e iews. To ensu e he anonymi y o he pa icipan s, we ha e a emp ed o mask mos o
hei di ec and indi ec iden i ie s. Fo his pu pose, we ha e used he pseudonyms P ima y
school A and P ima y school B o e e o he wo schools and ha e assigned codes o each
eache o mask hei ac ual names. Fo example, he code T1A e e s o eache numbe one
o P ima y school A and he code T2B e e s o eache numbe wo o P ima y school B.
Ins umen s o da a collec ion
Da a we e collec ed mos ly om one- o-one semi-s uc u ed in e iews. Da a
iangula ion was applied using he eache s’ and he i s au ho ’s sel - e lec i e jou nals and
he eache s’ epo s. The in e iew ques ions consis ed o 14 guiding ques ions di ided in o
h ee pa s. The i s pa was abou eache s’ backg ound in o ma ion, o ma ion o he
ac ion esea ch eams, and aim o hei ac ion esea ch p ojec s. The second pa ocussed on
he eache s’ expe iences and insigh s gained h ough hei CAR p ojec s. The hi d pa
add essed he eache s’ iews and sugges ions on he de elopmen o inclusi e eache
educa ion.
Da a collec ion and analysis
Da a collec ion ook place du ing and a e he eache s’ CAR p ojec s. All o he
in e iews we e audio- aped by he i s au ho and ansc ibed e ba im in Kiswahili and
English. The English ansc ip ion was impo an o he hi d au ho , who, unlike he i s
and second au ho s, was no con e san in he o iginal language o he da a. The ansla ion
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o he in e iew da a om Kiswahili in o English may ha e esul ed in a loss o meaning,
despi e ou bes e o s o minimise such loss. The i s au ho lis ened o he audio apes o
he in e iews se e al imes in o de o inc ease amilia i y wi h he da a (B aun & Cla ke,
2006; Saldaña, 2016) be o e he ansc ip ion. While lis ening o he eco ded in e iews, he
i s au ho also w o e down impo an da a poin s. We ho oughly discussed and e iewed
he ansc ip ions o accu acy by cons an ly compa ing hem wi h he o iginal da a om he
audio eco dings and he ieldwo k no es. Engaging all h ee au ho s in he da a analysis
p ocess helped in e i ying he in e nal consis ency o ou in e p e a ions.
The da a we e analysed using a quali a i e hema ic analysis e lec ing guidelines
p oposed by B aun and Cla ke (2006), who ou line six s eps o quali a i e hema ic con en
analysis: (1) amilia ising onesel wi h he da a, (2) gene a ing ini ial codes, (3) sea ching o
hemes, (4) e iewing he hemes, (5) de ining and naming he hemes and (6) p oducing he
epo . Ou da a analysis was also in o med by guidelines om Saldaña (2016) and Bogdan
and Biklen (2007). To ex ac insigh om he in e iewees, we used p ocess coding (e.g.
using –ing pa iciple clauses o ge unds) and in i o coding (i.e. d awing codes om he
pa icipan s’ exac wo ds) (Saldaña, 2016). Using Mic oso Wo d p ocessing ools (Hahn,
2008), we also applied echniques like i alicising, highligh ing, bolding and colou ing o ma k
s iking chunks o da a o in iguing quo a ions used in he desc ip ion o he analysis.
Cons an compa isons (Bogdan & Biklen, 2007) o he a p io i codes and hose di ec ly
d i en by he da a we e also applied.
The i s au ho did he ini ial coding ha was checked in collabo a ion wi h he
second and hi d au ho s, who a e long-se ing senio esea che s and eache educa o s.
Since coding is an in e p e i e ac p one o subjec i i y (Saldaña, 2016), he coding p ocess
in ol ed se e al cycles. A imes, he e we e disc epancies in he au ho s’ wo dings and
ph asings o he codes. Th ough se e al e isions in o med by in ensi e discussions and deep
e lec ion on he codes and he da a as a whole, consensus was eached on each poin . Once
he da a we e coded and he codes we e e ined, we de eloped ca ego ies and sub-ca ego ies
ha eme ged om he pa e ns o he da a. F om hese ca ego ies, we gene a ed hemes ha
we e cons an ly e iewed and e ised. The esul ing key asse ions a e pos ula ed in he
discussion sec ion.
Resea ch Findings
In ela ion o he esea ch ques ions conce ning p e-se ice and in-se ice eache
educa ion o inclusion, he quali a i e hema ic in e iew da a analysis, he i s au ho ’s
ield no es and he eache s’ CAR epo s yielded i e b oad hemes. We ha e b oken hese
hemes in o wo ca ego ies: (1) insigh s in o he de elopmen o inclusi e p e-se ice eache
educa ion (embedding CAR in o p e-se ice eache educa ion and embedding IE in o p e-
se ice eache educa ion) and (2) insigh s in o he de elopmen o inclusi e in-se ice
eache educa ion (adop ing CAR as a p o essional de elopmen model o de eloping
inclusi e in-se ice eache educa ion, using a whole-school app oach o suppo eache
p o essional de elopmen and using eache esou ce cen es o suppo inclusi e eache
educa ion de elopmen ).
Teache s’ insigh s in o he de elopmen o inclusi e p e-se ice eache educa ion
Apa om expanding CAR o se e eache s in all schools, eache s in his s udy
clea ly exp essed hei ecommenda ion o embedding CAR in o p e-se ice eache
cu icula. This heme eme ged ecu en ly du ing bo h he in e iews and in o mal
discussions be ween he pa icipa ing eache s and he esea che .
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Yes, each eache ainee should ge his ac ion esea ch cou se. I should
be o e ed he e [a eache aining colleges] as a cou se so ha when
hey [no ice eache s] epo o schools o du y and ace inclusion
p oblems, hey a e capable o easily add essing hem. (T5A)
Acco ding o he pa icipan s, in oducing ac ion esea ch as a cou se in p e-se ice
eache aining cu icula will help newly ec ui ed eache s eadily engage in ac ion esea ch
as an in-se ice s a egy o imp o e hei ca ee s by p omo ing inclusion h ough e idence-
based p ac ices.
I [ac ion esea ch] should be o e ed in he colleges o he eache
ainees so ha hey a e awa e ha when hey wo k in schools, hei
p ima y ole is o each, bu also o conduc ac ion esea ch o imp o e
hei p ac ices. (T8B)
The Minis y should ha e made ac ion esea ch a cou se in he eache
aining cu iculum jus like Psychology, [which deals wi h] he child
de elopmen , so ha i becomes easie o he no ice eache s om he
colleges o conduc ac ion esea ch in o de o iden i y and sol e pupils’
p oblems when hey epo o du y. (T6A)
Wi h ega d o embedding IE in o p e-se ice eache aining cu icula, eache s om
bo h schools hough ha in oducing IE in o eache aining cu icula would help eache s a
he beginning o hei ca ee s build con idence in iden i ying and add essing he di e se
needs o hei pupils.
Fo he Minis y o Educa ion, I ecommend ha inclusi e educa ion [be]
included in he eache aining cu iculum. This will [making eaching]
easie o hose [no ice] eache s when hey come o wo k in he schools.
They will no ace p oblems on how o each inclusi ely, as hey will
ha e lea n [ he me hods in hei colleges]. (T9A)
When s uden eache s a e augh inclusi e educa ion, hey will no longe
be a aid o hose [pupils] wi h isual impai men , because he e a e
some eache s who a e sca ed o some child en wi h isual impai men .
I inclusi e educa ion is o e ed p ac ically h ough ac ion esea ch
[ aining], i will be much be e o hese new eache s. (T2B)
When u he asked abou how he in eg a ion o IE in o he p e-se ice eache aining
cu iculum would help imp o e eache s’ p ac ices, he eache s con ended ha :
I will be o much help because when one g adua es om he [ eache
aining] college, she will be awa e o wha she is supposed o do in o de
o imp o e he eaching p ac ices and help pupils. (T2A)
They [ he no ice eache s] will no be eluc an o unwilling [ o
implemen inclusion] because hey know he goal and wha p oblems we
wan o sol e a he school. And, you know, he p oblems a e always
he e. When one is sol ed, ano he one appea s. So hey [ eache aining
colleges] ough o make inclusi e educa ion and ac ion esea ch
[compulso y] cou ses, like hey do o Psychology. (T6A)
INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, Vol. 13, No. 3
81
eache s’ p o essional knowledge o apply such knowledge in hei class oom p ac ices. Fo
CAR o be adop ed and used o p omo e inclusi e p ac ices among eache s, he e o e, i is
necessa y o conside he de elopmen o schools’ o ganisa ional cul u e (Schein, 2010) as a
means o suppo ing collabo a ion among school s a ca ying ou inclusi e p ac ices. O
special signi icance a e p ac ice-o ien ed applica ions o o ganisa ional lea ning (A gy is &
Schön, 1996; Collinson e al., 2006), communi ies o p ac ice (Wenge , 1998) and
p o essional lea ning communi ies (DuFou e al., 2010; S oll e al., 2006) ocused on
sus ainable collabo a ion and con inuous de elopmen h ough whole-school hinking.
The c ucial elemen in hese applica ions would be—in a ashion ailo ed o SSA and
o he con ex s wi h limi ed esou ces— he es uc u ing o channels o in o ma ion lows and
p ocessing (i.e. he communica ion s uc u e) in he school en i onmen . Such a es uc u ing
could enable s a o allo su icien ime o collabo a i e planning, e lec ion and
assessmen , as well as o ge ing o know and lea ning om one ano he ’s wo k. This kind o
communica ion s uc u e is cos e ec i e and could also acili a e in-se ice aining om
colleagues om he same school.
Using eache esou ce cen es o suppo inclusi e in-se ice eache educa ion
The ole o eache esou ce cen es in p omo ing eache p o essional de elopmen in
Zanziba has been la gely posi i e (Mosha, 2015). The eache s in his s udy exhibi ed a
posi i e iew o he ole o he eache esou ce cen es. This could be why he eache s
ecommended he use o hese cen es in p omo ing inclusi e in-se ice eache educa ion.
Mosha (2015) sugges s ha he eache esou ce cen es in Zanziba play a pi o al ole in
p omo ing eache quali y h ough p o essional de elopmen and suppo . The e o e,
Zanziba ’s ecen ini ia i e o ec ui inclusi e educa ion and li e skills ad ise s o eache
esou ce cen es may u he suppo he de elopmen o inclusi e eache educa ion.
Sho ages o educa ional esou ces o he de elopmen o eache educa ion a e no
uncommon in he egion (Buckle , 2011). Howe e , i eache educa ion ins i u ions ake
ad an age o he weal h o open and ee educa ional esou ces, such as hose p o ided by
Teache Educa ion in Sub-Saha an A ica (TESSA), Enabling Educa ion Ne wo k (EENET)
and UNICEF, he gap in educa ional esou ces o inclusi e eache educa ion, a leas in
e ms o elec onic ex ual ma e ials, can be somewha minimised. TESSA, a ne wo k o
eache s and eache educa o s wo king in andem wi h The Open Uni e si y in he UK, aims
o imp o e bo h he quali y o class oom p ac ice and access o eache educa ion esou ces in
SSA. Bo h TESSA and EENET o e open educa ional esou ces in a ious languages,
including Kiswahili ( he na ional language o Tanzania) o suppo school-based eache
educa ion. Howe e , as UNESCO (2014) cau ions, such dis ance lea ning ini ia i es wo k
be e when supplemen ed by ace- o- ace mee ings wi h u o s o men o s (see also Haßle ,
Hennessy, C oss, Chileshe, & Machiko, 2015; Hennessy, Haßle & Ho mann, 2015).
P o iding he suppo necessa y o sus ain such an impo an ini ia i e o os e ing
inclusi e p ac ices in schools is c ucial o bo h he cen al go e nmen and o he educa ional
s akeholde s, such as non-go e nmen al o ganisa ions, pa en s, eache unions and eache
educa o s. As ou indings ha e indica ed, eache s may accep IE as an equi able human
igh s-based philosophy o educa ion in heo y, bu may ejec i in p ac ice i hey a e no
su icien ly suppo ed h ough con inuous p o essional de elopmen . Teache s need his
suppo o keep ab eas o bes p ac ices om a ious pa s o he wo ld. I should be no ed
ha IE is no a quick ix; a he , i is an on-going p ocess o changing educa ional sys ems o
welcome and suppo all lea ne s. This p ocess equi es s akeholde s o commi o eache
suppo and p o essional de elopmen h ough he os e ing o collabo a i e wo k cul u es
o e he long e m (Robinson & Ca ing on, 2002).

INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, Vol. 13, No. 3
82
Ou indings con i m o he esea ch indings wi h ega d o he ele ance o CAR in
suppo ing eache p o essional de elopmen . UNESCO (2009) ecommends ha
go e nmen s imp o e eache s’ s a us and wo king condi ions, design sus ainable
mechanisms o ec ui ing app op ia e p e-se ice eache candida es and e ain quali ied
eache s willing o be esponsi e o he lea ning needs o lea ne s om di e se backg ounds.
These ecommenda ions a e pa icula ly impo an o he p esen discussion because hey
e lec he eal-li e si ua ion o Zanziba and o he con ex s wi h limi ed esou ces. The e o e,
aking in o accoun eache s’ insigh s, as p esen ed and discussed in his s udy, is c ucial o
imp o ing eache educa ion p ac ices owa ds inclusion. Teache s’ oices, Buckle (2011)
sugges s, should be gi en due conside a ion in e o s o imp o e eache educa ion policies
and p ac ices.
Conclusions
Based on he eache s’ insigh s in o he de elopmen o inclusi e eache educa ion,
ou s udy indings sugges ha CAR can play a pi o al ole in imp o ing bo h p e-se ice
eache educa ion and in-se ice p o essional de elopmen and li elong lea ning among in-
se ice eache s. Gi en he impo ance o collabo a i e skills in p omo ing lea ning o all
lea ne s, we a gue ha i is essen ial o inco po a e such skills in bo h p e-se ice and in-
se ice eache educa ion p og ammes o enable all eache s o each inclusi ely. Such an
ini ia i e will equi e ins i u ing o ganisa ional lea ning p ac ices ha alue collabo a ion and
eamwo k. Howe e , i is c i ical ha hese e o ms conside he need o simul aneously
imp o e eache s’ s a us, mo i a ion and wo king condi ions. O equal signi icance is he
need o e o ms in eache p epa a ion o ensu e ha u u e eache s a e be e p epa ed o
espond o he di e se lea ning needs o hei pupils. I no well p epa ed, eache s can
become caugh in wha Raze and F iedaman (2017, p. 1) call he ‘‘cycle o exclusion’’, in
which eache s a e no p o essionally capable o app op ia ely esponding o he di e se
needs o hei s uden s.
The indings, which could be ans e ed in he b oade con ex s beyond he con ex
o he s udy, ha e di ec p ac ical implica ions o he p ocess o imp o ing he quali y o
lea ning and schooling o all child en h ough de elopmen o inclusi e eache educa ion.
Fu u e esea ch could in es iga e how eache educa ion ins i u ions, such as uni e si ies and
colleges, espond o educa ional e o ms. I would also be bene icial o u he in es iga e
how he eache esou ce cen es can be mo e e ec i ely suppo ed in making use o open
educa ional esou ces o de elop e ec i e and cos -e icien in-se ice eache educa ion.
INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, Vol. 13, No. 3
83
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