Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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Currently inclusive education is one of the contemporary issues in education in both developed and developing countries, though some countries are struggling to effectively implement it. Research has demonstrated that inclusive education can only be firmly implemented if there is a proper curriculum, appropriate resources and good teacher pedagogical and knowledge skills. It is therefore imperative for teacher education to empower pre-service teachers with necessary knowledge and pedagogical skills to teach inclusively. The article focused on Bachelor of Education (B.Ed.) 3rd year student teachers’ perceptions and views regarding inclusive education curriculum implementation at a University of Technology in South Africa (UoT). A qualitative research approach was employed with a case study design. Purposive sampling was used to select 120 participants from 3rd year Bachelor of Education students from a University of technology in South Africa. Structured focus group interviews were used to collect data and data was analysed using thematic analysis.
B. Ngulube. 2021. \u201cPre-Service Teachers Perceptions of Inclusive Education at a University of Technology in South Africa\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G8): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Total Score: 105
Country: South Africa
Subject: Global Journal of Human-Social Science - G: Linguistics & Education
Authors: B. Ngulube, E. Kgwete, J.R. Ramollo, M. Tsebe, S. Maile (PhD/Dr. count: 0)
View Count (all-time): 123
Total Views (Real + Logic): 2154
Total Downloads (simulated): 957
Publish Date: 2021 07, Thu
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Currently inclusive education is one of the contemporary issues in education in both developed and developing countries, though some countries are struggling to effectively implement it. Research has demonstrated that inclusive education can only be firmly implemented if there is a proper curriculum, appropriate resources and good teacher pedagogical and knowledge skills. It is therefore imperative for teacher education to empower pre-service teachers with necessary knowledge and pedagogical skills to teach inclusively. The article focused on Bachelor of Education (B.Ed.) 3rd year student teachers’ perceptions and views regarding inclusive education curriculum implementation at a University of Technology in South Africa (UoT). A qualitative research approach was employed with a case study design. Purposive sampling was used to select 120 participants from 3rd year Bachelor of Education students from a University of technology in South Africa. Structured focus group interviews were used to collect data and data was analysed using thematic analysis.
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