Pre-primary teachers’ perceptions of the implementation of inclusive pedagogy for literacy acquisition in Tanzania

Abstract

Inclusive pedagogy, a framework for designing learning for all learners, remains under-examined in Tanzanian pre-primary contexts. This qualitative study investigates teachers’ perceptions of inclusive pedagogy implementation for literacy acquisition and challenges they encounter in urban and peri-urban schools. Semi-structured interviews were conducted with 30 teachers across 16 schools. Thematic analysis revealed four key themes: teaching experience, understanding of inclusive pedagogy, identifying children with diverse needs, and adapting literacy lessons. Five significant challenges emerged: curriculum constraints, environmental limitations, resource scarcity, professional development gaps, and inadequate institutional support. Although teachers expressed positive perceptions of inclusion, they lacked the pedagogical skills and training required for effective implementation of inclusive pedagogy. Structural and contextual challenges affected the translation of policy into classroom practice. These findings highlight the urgent need for targeted in-service training, curriculum adjustments, and stronger institutional support, underscoring a persistent gap between inclusive education policy and the pedagogical capacity to enact it.