Pedagogical Preferences in the Teaching of Agriculture in Inclusive Settings to Learners with Physical Challenges: The Case of Grade 6 Classes in Domboshava, Mashonaland East Province

Abstract

This study sought to analyse facilitators’ pedagogical preferences in the teaching of Agriculture in inclusive Grade 6 Agriculture classes with specific reference to physically challenged learners. The researcher adopted a qualitative, descriptive case study design, which employed a triangulation of interviews, document analysis, and participant observation as data collection methods. A sample of three purposively sampled facilitators and ten learners from Domboshava, Mashonaland East, participated in the study. It emerged from the study that whilst some facilitators were aware of the need for individualization in inclusive classes, others were setting conditions for its provision. The study also revealed that whilst some facilitators exhibited sound subject-content knowledge, their pedagogical content knowledge left a lot to be desired. The application of learner-centred pedagogies like project-based learning (PBL), collaboration, demonstration, and question and answer was evident from the study. However, it also emerged that the application of such pedagogy was flawed. It was also clear from the study that physically challenged learners exhibited a relatively dwindling enthusiasm during the agriculture practical. Findings from the study implied that facilitators could do well by regarding the holistic study of the child as the basis for pedagogical selection. Facilitators might also need to apply differentiation as a responsive, inclusive pedagogy not only in Agriculture theory sessions but also in practical sessions. There might be a need for facilitators to practice reflective teaching to enhance pedagogical practices. Mainstream school administrators could also help the situation by maintaining the recommended facilitator: learner ratio for inclusive classes and also mobilising parents to augment schools’ efforts. Pre-service Teacher Education could also help by considering Special Needs Education as a stand-alone course in professional studies. Facilitators who have not gone through the Theory of Education courses are also encouraged to undertake various forms of Continuous Professional Development to enhance their pedagogical-content knowledge in handling classes with physical exceptionalities.