Exploring Pedagogical Orientations: A Critical Analysis of Teacher Perceptions towards Inclusive Education in ECD Environments in Zvishavane District

Abstract

The study investigates the pedagogical orientations of Early Childhood Development (ECD) teachers towards inclusive education within Zvishavane District, Zimbabwe. Inclusive education promotes the integration of learners with diverse learning needs and is strongly supported by both national and international educational frameworks. Despite this emphasis, practical implementation remains a challenge at grassroots level, particularly in rural settings. To explore this issue, the study adopted a qualitative approach rooted in an ex post facto design, which allowed the researcher to examine existing practices and perspectives on inclusive teaching strategies. Data were collected through semi-structured interviews and document analysis. The target population comprised ten ECD teachers and five school heads selected from rural schools in Zvishavane District. The study focused on gathering their perceptions regarding preparedness, available support systems, and classroom strategies used to foster inclusivity in ECD environments. The findings reveal significant gaps in teacher training and resource availability, highlighting the urgent need for targeted professional development. The study recommends the strengthening of teacher support mechanisms and curriculum adaptations to promote inclusive education in early learning institutions.