English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This quasi-experimental study focused on the pedagogical knowledge base of teachers that promotes inclusive practices in ordinary schools in Buea Sub-Division of the South West Region of Cameroon. The study was based on the framework that teacher quality is an important factor in determining gains in learner achievement in inclusive settings, even after accounting for prior learner learning and family background characteristics. Theoretically, the present study was based on six theories: Bloom’s 1956 Taxonomy of Educational Objectives, B.F. Skinner’s 1938 Theory of Operant Conditioning, Jerome Bruner’s 1966 Theory of Instruction, Bernstein’s 1990 Theory of Pedagogic Discourse, Lee Shulman’s 1987 Theory of Pedagogical Reasoning and Action and The theory of planned behavior (TPB), outlined by Icek Ajzen in 1988.The sample of this study consisted of two ordinary primary schools and forty (40) ordinary primary school teachers selected from Government Practicing Primary School Buea Town (20) and Kingston Memorial Nursery and Primary Bilingual School Buea (20). The main instrument used for data collection in this study was a teacher questionnaire constructed by the researcher. The researcher also used an observation guide before and after the training as a monitoring instrument. A pre-designed EpiData Version 3.1 (EpiData Association, Odense Denmark, 2008) database which has in-built consistency and validation checks was used to enter the data. Further consistency, data range and validation checks were also performed in SPSS version 21.0 (IBM Inc., 2012) to identify invalid codes. Participants scores were analyzed using SPSS 21.0 (IBM, 2012) for descriptive (frequency of occurrence) and comparative analysis. The major findings obtained for all the components of the study, revealed that there was a slight drop in performance at the first formative evaluation, then a progression characterizing an improvement in performance from the second formative evaluation up to the post-test. Progression was the highest with knowledge on classroom management (95.0%), followed by knowledge of individual learner characteristics (94.4%), then knowledge on structuring lesson objectives to respond to diversity (93.8%), knowledge on classroom assessment (91.3%) while the least progression was recorded with teacher attitude toward inclusive education (71.3%) and this difference was statistically significant (χ2=9.60; df=4; P=0.048). Consequently, it was realized that all the teachers who took part in the training improved their skills after the intervention. It was therefore concluded that pedagogical knowledge training had a great influence on development of inclusive practices by ordinary primary school teachers. The major recommendation made based on the finding was that: teacher trainers should take as a matter of responsibility the integration of pedagogical knowledge training for inclusion in teacher training programmes. The study has also shown that when this is done effectively it will result in an improvement in pedagogical skills that will eventually lead to inclusive best practices in our ordinary primary schools. The study concludes that pedagogical skill training has become a popular adjunct treatment for developing pedagogical skills that will lead to inclusive best practices in ordinary schools. Presently, pedagogical knowledge training is best viewed as an experimental intervention. The theoretical structure of pedagogical knowledge is incomplete resulting in problems in definition, measurement, and design. Specifically, further research is necessary to resolve issues regarding for example, duration of training, assessment instruments, packaging of training programmes, and contextual variables.

international journal of humanities, social sciences and education

The Effect of Pedagogical Knowledge Training on the Development of Inclusive Practices for Primary School Teachers: The Case of Buea Sub-Division, South West Region of Cameroon