Illuminating Impediments in Pre-Service Teachers preparation for Inclusive Pedagogies: A phenomenological approach at Mufulira College of Education, Zambia

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue IV, April 2021 | ISSN 2454–6186

Illuminating Impediments in Pre-Service Teachers preparation for Inclusive Pedagogies: A phenomenological approach at Mufulira College of Education, Zambia

Mooka Godfrey Mukelabai, Gistered Muleya & Francis Simui
University of Zambia

Abstract
This study was grounded in the constructivist paradigm and guided by Vygotsky’s theory to understand and analyze the description of phenomena relating to preservice preparedness in inclusive pedagogies. The purpose of this transcendental phenomenological study was to construct a shared essence of lived experiences of how pre-service teachers are prepared in inclusive pedagogies. Purposive sampling was employed to select Six participants; two females and four males in their third and final year of secondary teachers diploma studies. Data were generated through phenomenological observation, semi-structured and focus group interviews. It was later analyzed through the phenomenological reduction in which transcription of verbatim was clustered into themes by horizontalization, creating meaningful units, and developing textural descriptions. The findings from participants’ essences reveal that; Developing inclusive pedagogies among pre-service teachers demands recognition and a welcoming disposition towards diversity. The challenges in their practices were drawn from demand for planning time, practice & commitment, Overcrowded classrooms, poor modeling of the practice from lecturers to identifying learner diversities in a classroom. Theory lessons in teacher education systems should pursue core features of growth mindset, values, and norms that embrace social justice. These lessons should also be linked to practicum components of the peer, school visitation observations, and field-based platforms of preparing pre-service teachers as a way of modeling what we teach.

Key words: Challenges, Pre-Service Teachers, Inclusion, Phenomenology, Mufulira, Zambia

1.1 Introduction

It is important that preservice teachers have training, experiences, and understanding of how to adapt instructional practices and curriculum materials if they are to meet the academic needs of all students in their classroom. Teachers need to identify what their students already know and what they can already do. They also need to know how to move each student further academically. Knowing this kind of work does not only come about but must be built within the citizenry through some form of Civic Education which we think plays an important role in raising awareness among people. This is supported by Habanyati, Simui, Kanyamuna and Muleya (2020) as cited in Chifuwe, Simui and Muleya (2020) who have stated the importance of Civic Education in raising civic awareness among the people in the community. Similarly, such views have also been demonstrated by

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