Knowledge Resource
Research Summary: Curriculum gaps in pre-service teacher preparation for inclusive education in Ghana: teacher educators' perspectives
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 26 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
This analysis addresses the critical role of pre-service teacher preparation in Ghana for inclusive education, which is a global policy priority. Recent educational reforms in Ghana have extended initial teacher education to a four-year Bachelor of Education, explicitly integrating inclusive education. The current study aims to evaluate the effectiveness of this reformed curriculum in equipping future teachers with the necessary skills, attitudes, and knowledge to support diverse learners in inclusive classroom environments, based on teacher educators' perspectives.
Why it matters
Effective preparation of educators for inclusive classrooms is paramount for achieving equitable educational outcomes and fostering social cohesion. Insufficient teacher training in this domain can perpetuate educational disparities, undermine policy goals, and negatively impact student development and societal integration.
Key insights
- Inclusive education is recognized as a global policy priority for educational systems.
- Ghana has reformed its initial teacher education, transitioning from a three-year diploma to a four-year Bachelor of Education program for basic schoolteachers.
- Inclusive education has been formally designated as a significant component within Ghana's revised teacher preparation curriculum.
- There are open questions regarding the actual effectiveness of the reformed curriculum in preparing pre-service teachers for the practical implementation of inclusive practices in diverse classroom settings.
- The study specifically investigates teacher educators' perspectives on the efficacy of Ghana's reformed initial teacher education curriculum concerning inclusive education preparedness.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1948328
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- Verification ID
- ASA-EXE-2026-00907
- Version
- v1.0 · r0
- Issued
- 26 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Curriculum gaps in pre-service teacher preparation for inclusive education in Ghana: teacher educators' perspectives
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.