Developing teachers' competency for inclusive education in Ethiopia

Area of Science:

• Education
• Teacher Training
• Inclusive Education

Background:

• Global increase in school diversity necessitates enhanced teacher competencies for inclusive education.
• Teacher education programs are crucial for influencing teachers' attitudes, self-efficacy, and stress when engaging with diverse learners.

Purpose of the Study:

• To analyze the effectiveness of a teacher education program in Ethiopia for developing teachers' competencies in inclusive education.

Main Methods:

• Sequential explanatory mixed-methods research design.
• Data collected via questionnaires (n=152) and interviews (n=7) from 159 teachers.
• Quantitative data analyzed with SPSS; qualitative data underwent thematic analysis.

Main Results:

• Significant lack of knowledge provision in Ethiopian teacher education for understanding inclusion.
• Inadequate influence on teachers' attitudes towards inclusion.
• Insufficient practical, hands-on experiences for addressing diverse learning needs.

Conclusions:

• Ethiopian teacher training faces challenges in aligning with global standards for inclusive education support.
• Urgent and substantial reforms are required in teacher education curricula and practices.
• Addressing gaps in understanding, attitudes, and practical experiences is essential for effective inclusive education.