Influence of the teacher's perception about teaching and learning in an inclusive classroom in Dar es salaam- Tanzania.
Date of Award
Master of Education (MEd)
Dr. Iffat Farah
Institute for Educational Development, East Africa
Teachers' perceptions are an integral part of the teaching and learning process. However. they are a complex phenomenon to study and establish the influence they have on the teaching and learning processes. The way the teacher sees and interprets what she sees, hears and experiences varies from one teacher to the other and how each teacher's perceptions are translated into action also differ. The teachers' attitude, ideas, views. and willingness to teach in inclusive classes are important indicators of perceptions teachers hold. Studies conducted on teachers perceptions indicate that the hallmark of successful learning in inclusive classrooms is the teachers' perceptions about these classes. Therefore. the aim of this study was to find out whether the teacher's perception about teaching in an inclusive classroom influenced the teaching and learning processes in one class in Dar es Salaam Tanzania. The participant was observed in the classroom to understand her teaching and learning practices and the interactions with learners. Semi - structured interviews were carried out to seek views on her perceived role while documents were analyzed to confirm the teacher’s perceptions in the way she communicated in writing and a reflective journal was also used. The findings in general revealed that the teacher had inadequate knowledge about handling the student with disability and her perception had an influence on the teaching and learning processes. However, some of the teacher's actions were unconsciously done and. therefore. independent of her perceptions. The findings from the study have significant implications for the school. teachers, teacher educators and AKU- IED, EA who are in the business of teacher education
Settenda Sarah. (2008). Influence of the teacher's perception about teaching and learning in an inclusive classroom in Dar es salaam- Tanzania. (Unpublished Masters Thesis). Dar es salaam: Aga Khan University