Barriers to preparing pre-service science teachers for inclusive education of pupils with visual impairments in Tanzania

Dados Bibliográficos

ID22437334
AutoresAirini Erasmi Mbowe (0009-0002-6013-3780, University of Dar es Salaam), Sweetbert Mugizi Anselimus (0009-0005-3163-9098, Ministry of Health and Social Welfare, autor correspondente)
Ano2026
Volume5
Fascículo1
Data de publicação2026-02-08
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoDiscover Education (JOURNAL)
Identificadores do periódicoISSN: 2731-5525 • E-ISSN: 2731-5525
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01215-4
OpenAlexW7128384499
IdiomaEN
Referências citadas37

Inclusive science education for learners with visual impairments (VI) is still a significant challenge in Tanzania, despite progressive policy frameworks and teacher education reforms. This study investigated the challenges faced by tutors and pre-service science teachers in preparing to teach pupils with VI, focusing on curriculum design, pedagogical practice, resource availability, and practical training. A qualitative approach was employed, utilising a single-case study of a teacher training college. Data were collected through semi-structured interviews, focus group discussions, and classroom observations with 28 purposively sampled participants, including tutors, the head of the science department, and pre-service teachers. Thematic analysis revealed four major challenges: absence of a VI-specific curriculum, shortage of specialised tutors, scarcity of teaching and learning materials, and limited duration and structure of teaching practice. These gaps undermine the practical competence, confidence, and self-efficacy of pre-service teachers, constraining the quality of science education accessible to VI learners. The findings show an urgent policy and institutional imperative that without targeted curriculum adaptations, investment in assistive technologies, and enhanced tutor capacity, learners with VI risk continued exclusion from meaningful science education, perpetuating inequities in STEM access and achievement. The study emphasizes the relevance of Universal Design for Learning and the Social Model of Disability in guiding inclusive pedagogy. Recommendations include development of structured VI-specific curricula, recruitment and professional development of specialised tutors, extended and supported practicum experiences, and systemic resource allocation. Future research should examine the effectiveness of these interventions on both teacher preparedness and learner outcomes.

Curriculum · Focus group · Practicum · Preparedness · Psychological intervention · Scarcity · Teacher education · Thematic analysis · TUTOR · Disability Rights and Representation · Ophthalmology and Visual Impairment Studies · Teacher Education and Leadership Studies