Preparedness of Nepalese teachers to implement inclusive pedagogy
My PhD research investigated how prepared Nepalese teachers are to practise inclusive pedagogy using a sociocultural conceptual framework and adopting a sequential mixed-method research design. The findings revealed a narrow understanding of inclusive education among the participating Nepalese teachers, who also demonstrated limited preparedness for teaching inclusively.
This study has significant implications for reforming policies and practices and strengthening the teacher education and professional development system to promote inclusion in education.