Lunds universitet/LUMID International Master programme in applied International Development and Management
Abstract
Through a case study of teachers’ reactions to inclusive education in Dar es Salaam, this thesis sought to answer (1) how teachers in Dar es Salaam perceive their ability to deliver inclusive education to their students and (2) how an understanding of their perceptions can be utilized to overcome the challenges of implementing inclusive education in Tanzania’s public schools. Using an abductive approach, theory and data influenced each other. The ways in which the teachers were reacting to inclusive education were explored through a model of professional development which found that teachers doubted their capacity to teach diverse students, citing limited resources and training. Theories of international policy adaption were then employed to demonstrate how taking teachers views about resources and training into consideration will ease the incorporation of inclusive education into Tanzania’s education system
