RETHINKING THE IMPERATIVE OF TEACHERS' COMPETENCES IN INCLUSIVE EDUCATION: A PHENOMENOLOGICAL APPROACH

Abstract

Abstract Education is integral in any nation's march to development. This makes teacher education and lived experiences of teachers something to be taken seriously. Teacher Professional Development (TPD) should focus more on the well-being of the teacher in inclusive educational settings. It is imperative that teachers are equipped not only with the necessary knowledge and skills but also with the emotional resilience and support to navigate the complexities of inclusive education. This holistic approach to teacher professional development can lead to more effective and inclusive educational practices in schools. Inclusive education demands that teachers be equipped with a variety of competencies that allow them to cater to students or learners with diverse abilities, backgrounds, and needs. However, the conventional comprehensions of teachers' competencies, abilities that are largely defined in terms of technical and pedagogical skills, fail to capture the complex lived experiences of educators in inclusive settings. This paper employs a phenomenological approach to rethink teachers' competencies by exploring the subjective, emotional, and ethical dimensions of teaching in inclusive classrooms. It unveils how proficiency or competence is not merely a laid-down, predefined skill but a dynamic, evolving process shaped by real-life interactions, challenges, and personal growth. Overall, this paper calls for a reform in teacher education programs advocating for the inclusion of reflective practices where the teacher puts a premium on assisting him/herself by developing the skill to cogitate on his/her teaching and learning experiences, thoughts, and practices; and