Dissertation: Inclusive pedagogy implementation can support literacy learning among diverse learners, but teachers need stronger support

What did you study?

We examined pre-primary teachers’ perceptions and practices related to the implementation of inclusive pedagogy for literacy acquisition in Tanzania. The study comprises three sub-studies. First, we investigated how pre-primary teachers understand and implement inclusive pedagogy for literacy acquisition. 

Second, we analyzed teachers’ perceptions of the implementation of inclusive pedagogy, focusing on how they view their inclusive literacy practices and the challenges they encounter. 

Finally, we explored teachers’ education and professional development as pathways for strengthening the implementation of inclusive pedagogy for literacy learning. 

What were the results of your research or What is its main finding?

The key findings show that pre-primary teachers in Tanzania generally have positive perceptions of inclusion and are making efforts supporting literacy learning among diverse learners, despite the challenges they encounter in their everyday work.

Teachers’ willingness to adapt their teaching suggests that inclusive pedagogy for literacy acquisition has considerable potential in Tanzanian early childhood education. However, the implementation is still developing, and teachers need greater support to put inclusive approaches into practice effectively.

In particular, professional development and supportive working environments are important for enabling teachers to respond effectively to learners’ diversity and promote literacy learning for all children

How can the results be applied? 

The findings highlight the importance of strengthening both pre-service teacher education and continuing professional development. They also point to the value of establishing and strengthening professional learning communities, where teachers can develop a deeper understanding of inclusive pedagogy and apply it more consistently in their everyday teaching.

The study contributes to a broader understanding of inclusive education by showing that successful inclusion depends not only on teachers’ commitment and individual teaching strategies, but also on the educational conditions that enable teachers to respond to learner diversity. For early literacy education, this means moving towards teaching approaches that anticipate differences among children and create meaningful opportunities for all children to participate and learn.

Public Defense

MA (Ed) Veronica Kamanzi will defend her doctoral dissertation, Inclusive pedagogy implementation in early childhood education: Teachers’ perceptions and practices in Tanzania, on 7 November 2026 at the University of Jyväskylä.

• Opponent:  Docent Olli-Pekka Malinen, University of Helsinki
• Custos: Docent Sirpa Eskelä-Haapanen, Department of Teacher Education, University of Jyväskylä
• Language: English
• Venue: Agora Auditorium 2, University of Jyväskylä (Mattilanniemi 2)