Preparatıon Of Pre-Servıce Teachers For Inclusıve Classrooms: Challenges And Prospects

Abstract

The current study sought to investigate the challenges and prospects associated with preparing pre-service teachers for inclusive classrooms. The study was comprised of all heads of teacher training institutions in Punjab. A total 15 heads were selected randomly as sample to participate in the study. Semi structured interviews were conducted with heads of teacher training institutions. Data were
analyzed by using thematic analysis. Most of the heads perceived inclusion as good initiation and showed positive attitude towards inclusion, albeit with some reservations. Heads perceived outdated curriculum, length of course work, library resources, inadequate training of teacher educators, unavailability of infrastructure, and insufficient budget allocation as challenges in preparing pre-service
teachers for inclusive classrooms. Moreover, the heads of teacher education institutions proposed strategies to address these challenges, including curriculum reform, training for teacher educators and administrators, adequate budget allocation, provision of necessary infrastructure and facilities, recruitment of teachers with special education specialisation, and pilot testing of inclusive education.