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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study investigates how capacity building and curriculum transformation contribute to the effective preparation of pre-service teachers for inclusive education in Colleges of Education in Osun State, Nigeria. Four research questions and three hypotheses were raised for the study. It employs a descriptive survey design involving 150 participants comprising teacher educators and final-year pre-service teachers across three institutions. Using a structured questionnaire and statistical analysis, the study explores the extent of current capacity building initiatives, the degree of curriculum transformation, teacher preparedness, and the challenges faced in implementing inclusive education. Findings reveal that capacity building efforts are limited and inconsistent, with mean values ranging from 2.0 to 2.8. A significant positive relationship was found between capacity building initiatives and pre-service teachers’ preparedness (Pearson r = 0.64, p < 0.05). Curriculum reforms are emerging but not yet systemic, with mean values between 2.3 and 2.6; an ANOVA result indicated significant differences among institutions (F(1,98) = 4.23, p = 0.03). While pre-service teachers show moderate preparedness (mean values 2.7 to 3.1), a strong correlation also exists between teacher competence and inclusive education (Pearson r = 0.58, p < 0.05). Challenges such as inadequate instructional materials and large class sizes persist. The study concludes with recommendations for structured training modules, policy support, curriculum review, and institutional collaboration to promote inclusive and sustainable education. |
| Keywords: Capacity Building, Curriculum Transformation, Inclusive Education, Teacher Preparation Practices |
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