“I cannot do it alone”: Teachers as change agents for inclusive education.
Chapter, Peer reviewed
Published version
Permanent lenke
https://hdl.handle.net/11250/3122200Utgivelsesdato
2023Metadata
Vis full innførselSamlinger
Originalversjon
10.18261/9788215057903-23-13Sammendrag
This is a study of three Tanzanian teachers’ efforts to implement new knowledge about vision and learning in their schools. We ask if capacity building supports the teachers’ ambitions and what barriers and possibilities they face in realizing more inclusive education (IE). The schools appear to have different cultures and space for supporting teachers’ efforts. The teachers find it hard being alone when implementing new capacity. We argue that the organization of the education sector may be a barrier to IE.