The study’s aim was to learn what Cameroonian primary school teachers think about teacher educational profiles in terms of teaching in inclusive classrooms. The study was based on the framework that teacher quality is a significant factor in evaluating gains in learner achievement in inclusive environments, even after accounting for prior learner learning and family history characteristics. In this study, the researcher used a teacher questionnaire as the primary data collection tool. Before and after the training, the researcher used an evaluation guide as a monitoring tool. The information was entered into an EpiData Version 3.1 database (EpiData Association, Odense, Denmark, 2008) that included built-in accuracy and validation tests. SPSS version 21.0 (IBM Inc., 2012) was used to conduct additional precision, data set, and validity checks in order to identify invalid codes. Participants’ scores were analysed using SPSS 21.0 for descriptive (frequency of occurrence) and comparative analysis (IBM, 2012). The key findings for all of the study’s components revealed a slight drop in performance at the first formative assessment, followed by a pattern of performance improvement from the second formative assessment to the post-trial assessment. As a result of the intervention, it was found that all of the teachers who took part in the training improved their skills. As a result, pedagogical sensitivity training was found to have a major effect on the growth of inclusive practises among primary school teachers. The results led to the key recommendation that teacher educators should be in charge of incorporating pedagogical skills training into teacher education programmes. When this is done well, the study found, it leads to an improvement in pedagogical skills, which leads to more inclusive best practises in our daily lives. According to the findings, pedagogical ability training has become a common adjunct treatment for developing pedagogical skills that contribute to inclusive best practises in everyday schools. Pedagogical knowledge training is currently thought of as a test-and-see approach. There are problems with classification, estimation, and design since the theoretical structure of pedagogical knowledge is incomplete. To resolve issues such as training duration, assessment tools, training programme packaging, and contextual variations, more research is required. Teacher trainers could use pedagogical knowledge training or instructions to improve in-service teachers’ ability to establish routines that free up time for small groups and individual instruction, set high expectations for all learners in ordinary classrooms, clearly communicate expectations that engage all learners in learning, and spend adequate time on struggling learners.
Author (s) Details
Ambei Ruhama Faizefu
Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon
View Book :- https://stm.bookpi.org/NHESS-V11/article/view/769