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Twin-track approach to teacher training in Ghana: exploring the moderation effect of demographic variables on pre-service teachers’ attitudes towards inclusive education

Opoku, MP, Nketsia, W, Alzyoudi, M, Dogbe, JA and Agyei-Okyere, E 2020 , 'Twin-track approach to teacher training in Ghana: exploring the moderation effect of demographic variables on pre-service teachers’ attitudes towards inclusive education' , Educational Psychology: An International Journal of Experimental Educational Psychology, vol. 41, no. 3 , pp. 358-377 , doi: 10.1080/01443410.2020.1724888.

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Abstract

The government of Ghana has demonstrated commitment towards implementing inclusive education in selected schools. However, a major concern has been the lack of teachers’ skills in addressing diverse needs of students in classrooms. While there are parallel institutions training teachers, the perceptions and level of acceptance among pre-service teachers in terms of practicing inclusive education across these institutions is hitherto unresearched. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale was used to collect data from the participants (n = 855), who were recruited from two campuses of a public university (n = 331) and three colleges of education (n = 524). We found an interaction effect of the demographic variables of school type, contact with students with disabilities and familiarity with inclusive education policy on pre-service teachers’ attitudes towards inclusive education. The implications of these findings for initial teacher preparation for the implementation of inclusive education are discussed.

Item Type: Article
Authors/Creators:Opoku, MP and Nketsia, W and Alzyoudi, M and Dogbe, JA and Agyei-Okyere, E
Keywords: Inclusive education; attitudes; Ghana, students with disabilities, teacher education, preservice teachers
Journal or Publication Title: Educational Psychology: An International Journal of Experimental Educational Psychology
Publisher: Routledge
ISSN: 0144-3410
DOI / ID Number: 10.1080/01443410.2020.1724888
Copyright Information:

Copyright 2020 Informa UK Limited, trading as Taylor & Francis Group

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