Teachers Educational Profiles and the Implementation of Best Inclusive Educational Practices for Primary School Teachers in the Buea Sub-Division of Cameroon's South West Region

The aim of the study was to find out what primary school teachers in Cameroon thought about teacher educational profiles in terms of teaching in inclusive classrooms. Even after accounting for previous learner learning and family history characteristics, the research was focused on the framework that teacher quality is an important factor in assessing gains in learner achievement in inclusive settings. The researcher created a teacher questionnaire as the primary data collection instrument in this analysis. As a monitoring tool, the researcher used an observation guide before and after the training. The data was entered into a pre-designed EpiData Version 3.1 (EpiData Association, Odense, Denmark, 2008) database with built-in accuracy and validation tests. To detect invalid codes, SPSS version 21.0 (IBM Inc., 2012) was used to perform additional accuracy, data set, and validity tests. For descriptive (frequency of occurrence) and comparative analysis, participants' scores were evaluated using SPSS 21.0 (IBM, 2012). The main results for all of the study's components showed that there was a small decrease in performance at the first formative evaluation, followed by a trend of performance change from the second formative evaluation to the post-trial evaluation. As a result, it was discovered that all of the teachers who participated in the training developed their skills as a result of the intervention. As a result, it was determined that pedagogical awareness training had a significant impact on the growth of inclusive practises among primary school teachers. The main recommendation based on the findings was that teacher educators should take responsibility for the incorporation of pedagogical skills training into teacher education programmes. The study also found that when this is done well, it leads to an increase in pedagogical skills, which leads to more inclusive best practises in our everyday lives. The study concludes that pedagogical skill training has become a popular adjunct treatment for developing pedagogical skills that will lead to inclusive best practices in ordinary schools. Pedagogical awareness teaching is currently best thought of as an experimental intervention. Since the theoretical framework of pedagogical expertise is incomplete, there are issues with description, calculation, and design. More research is needed to address issues such as training length, evaluation tools, training programme packaging, and contextual variations, to name a few. The use of pedagogical knowledge training or instructions by teacher trainers could result in improved in-service teachers ‘abilities to establish routines that free up time for small groups and individual instructions, set high expectations for all learners in ordinary classrooms, clearly communicate expectations that engage all learners in learning, spend adequate time on learners who are struggling and develop collaborative ways of working by teachers.