Reconceptualising Educator Preparation for Inclusive Learning Environments: Evidence from a Ghanaian Teacher Education Institution

The shift toward inclusive education requires a fundamental rethinking of how educators are prepared to teach in diverse classrooms. In Ghana, while policies such as the Inclusive Education Policy (2015) mandate access to quality education for all learners, teacher preparation programmes have struggled to fully equip educators with the knowledge, skills, and attitudes necessary for inclusive practice. This study explored how a Ghanaian teacher education institution conceptualises and implements inclusive education in its pre-service teacher preparation. Guided by Vygotsky’s sociocultural theory and critical pedagogy, a qualitative case study approach was adopted. Data were collected through document analysis, semi-structured interviews with 12 faculty members, and focus group discussions with 20 pre-service teachers. Findings revealed that while the curriculum integrates aspects of inclusive pedagogy, significant gaps remain in practical training, faculty capacity, and contextualised teaching strategies. The study underscores the need for a transformative approach that embeds inclusion across all aspects of teacher education. Recommendations include curriculum redesign to emphasise practice-based learning, capacity building for teacher educators, and stronger school university partnerships to create authentic inclusive teaching experiences. These insights contribute to the discourse on preparing educators for inclusive learning environments in Sub-Saharan Africa.