The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education
This study explores the synergy among factors influencing Ghanaian pre-service science teachers’ perceptions of inclusive education. The factors considered were desirable outcomes (DO) of inclusive education, implementation of inclusivity (IM), and willingness to adopt inclusivity (W). The study emp...
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| Format: | Article |
| Language: | English |
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ERRCD Forum
2024-12-01
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| Series: | Interdisciplinary Journal of Sociality Studies |
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| Online Access: | https://pubs.ufs.ac.za/index.php/ijss/article/view/1589 |
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| author | Eric Appiah-Twumasi Peter Atakorah Ofori Benedict Osei-Owusu Eric Twum Ampofo |
| author_facet | Eric Appiah-Twumasi Peter Atakorah Ofori Benedict Osei-Owusu Eric Twum Ampofo |
| author_sort | Eric Appiah-Twumasi |
| collection | DOAJ |
| description | This study explores the synergy among factors influencing Ghanaian pre-service science teachers’ perceptions of inclusive education. The factors considered were desirable outcomes (DO) of inclusive education, implementation of inclusivity (IM), and willingness to adopt inclusivity (W). The study employed the explanatory sequential variant of the mixed-methods research design, using 503 pre-service science teachers from the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. The instruments used were a five-point Likert scale questionnaire and a semi-structured interview guide. Quantitative data were analysed using path analysis through structural equation modelling (SEM) employing Analysis of Moment Structures (AMOS) version 23. Qualitative data from the interviews were, however, analysed using thematic analysis. Quantitative findings revealed that the implementation of inclusive education significantly predicted Ghanaian pre-service science teachers’ perceptions of inclusive education. However, willingness to adopt inclusivity and desirable outcomes of inclusive education were not significant contributors. Qualitative findings, however, revealed that practical application and hands-on experience, availability of resources and support, self-efficacy, classroom diversity and time constraints, and the need for further training might have explained the non-significant influence of desirable outcomes of inclusive education and willingness to adopt inclusivity on the perceptions of Ghanaian pre-service science teachers regarding inclusive education. It was therefore recommended, among other things, that teacher training institutions in Ghana should prioritise experiential learning opportunities, such as intensive inclusive teaching practicums, classroom simulations, and mentorship programmes, which can bridge the gap between theoretical instruction and practical application. |
| format | Article |
| id | doaj-art-97868fd090a94e2e90d84b85a4fa37a0 |
| institution | Kabale University |
| issn | 2789-5661 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Sociality Studies |
| spelling | doaj-art-97868fd090a94e2e90d84b85a4fa37a02025-01-08T19:11:54ZengERRCD ForumInterdisciplinary Journal of Sociality Studies2789-56612024-12-01411910.38140/ijss-2024.vol4.251553The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive educationEric Appiah-Twumasi0https://orcid.org/0000-0003-2060-3207Peter Atakorah Ofori1https://orcid.org/0000-0002-9738-7189Benedict Osei-Owusu2https://orcid.org/0000-0002-2137-5317Eric Twum Ampofo3https://orcid.org/0009-0002-4542-7617Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GhanaSeventh-day Adventist College of Education, GhanaAkenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GhanaAkenten Appiah-Menka University of Skills Training and Entrepreneurial Development, GhanaThis study explores the synergy among factors influencing Ghanaian pre-service science teachers’ perceptions of inclusive education. The factors considered were desirable outcomes (DO) of inclusive education, implementation of inclusivity (IM), and willingness to adopt inclusivity (W). The study employed the explanatory sequential variant of the mixed-methods research design, using 503 pre-service science teachers from the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. The instruments used were a five-point Likert scale questionnaire and a semi-structured interview guide. Quantitative data were analysed using path analysis through structural equation modelling (SEM) employing Analysis of Moment Structures (AMOS) version 23. Qualitative data from the interviews were, however, analysed using thematic analysis. Quantitative findings revealed that the implementation of inclusive education significantly predicted Ghanaian pre-service science teachers’ perceptions of inclusive education. However, willingness to adopt inclusivity and desirable outcomes of inclusive education were not significant contributors. Qualitative findings, however, revealed that practical application and hands-on experience, availability of resources and support, self-efficacy, classroom diversity and time constraints, and the need for further training might have explained the non-significant influence of desirable outcomes of inclusive education and willingness to adopt inclusivity on the perceptions of Ghanaian pre-service science teachers regarding inclusive education. It was therefore recommended, among other things, that teacher training institutions in Ghana should prioritise experiential learning opportunities, such as intensive inclusive teaching practicums, classroom simulations, and mentorship programmes, which can bridge the gap between theoretical instruction and practical application.https://pubs.ufs.ac.za/index.php/ijss/article/view/1589inclusive education teachers’ perceptionspre-service teachersscience teachers |
| spellingShingle | Eric Appiah-Twumasi Peter Atakorah Ofori Benedict Osei-Owusu Eric Twum Ampofo The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education Interdisciplinary Journal of Sociality Studies inclusive education teachers’ perceptions pre-service teachers science teachers |
| title | The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education |
| title_full | The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education |
| title_fullStr | The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education |
| title_full_unstemmed | The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education |
| title_short | The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education |
| title_sort | synergy amongst factors influencing pre service science teachers perceptions of inclusive education |
| topic | inclusive education teachers’ perceptions pre-service teachers science teachers |
| url | https://pubs.ufs.ac.za/index.php/ijss/article/view/1589 |
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