Teacher Education and Notions of Diversity in Malawi

authored by

Myriam Hummel, Petra Engelbrecht

Abstract

This chapter looks at dimensions of diversity in schools in Malawi, as well as teachers’ perceptions of diversity in this context. Its aim is to illustrate the interaction between pre-service teacher education programmes and educational and support practices with regard to the diversity of learners in mainstream schools. The contents of these teacher education programmes are linked in interactive ways to the resultant actions and beliefs of teachers who were trained in these programmes within their own classrooms. This chapter is based on an international research project on inclusive education in Guatemala and Malawi, which concluded in 2015. The initial data analysis has been followed up with an in-depth analysis of the interviews and focus group discussions which were conducted with stakeholders in the Malawian teacher education sector.

Organisation(s)

Institute of Education for Special Needs

Type

Contribution to book/anthology

Pages

121-138

No. of pages

18

Publication date

2018

Publication status

Published

ASJC Scopus subject areas

Social Sciences(all)

Sustainable Development Goals

SDG 4 - Quality Education

Electronic version(s)

https://doi.org/10.4324/9781315209418 (Access: Closed)