




































129 
 

RETHINKING THE IMPERATIVE OF TEACHERS' COMPETENCES IN 

INCLUSIVE EDUCATION:   A PHENOMENOLOGICAL APPROACH 

 

JOHNSON UGOCHUKWU OFOEGBU PHD 

DEPARTMENT OF EDUCATIONAL FOUNDATIONS/MANAGEMENT 

ALVAN IKOKU FEDERAL UNIVERSITY OF EDUCATION, OWERRI, IMO STATE, 

NIGERIA 

ORCID ID- 0009-0007-2628-7977 

Email- johnson.ofoegbu@alvanikoku.edu.ng 

 

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 Continuing Professional Development 

(CPD) to meet the demands of inclusive education. 

Keywords: Inclusive Education, phenomenology, teachers’ competence 

 

INTRODUCTION 

Inclusive education as a nascent operational term in academic and professional practice in 

special needs education is unavoidable in this post-modern world (Ofoegbu & Umeadi, 2022). 

Inclusive education undoubtedly has really become a global priority, aimed at ensuring that all 

students, regardless of their physical, intellectual, emotional, or social abilities, have access to 

equitable learning opportunities. They have the right to enjoy the value education brings, which 

is a process of imparting knowledge to someone, particularly in school or higher education. It 

is the knowledge, skills, and comprehension that one gets from going to school, college, and 

university (Ofoegbu, 2017). Inclusive promotes the integration of students with disabilities, 

special educational needs, and other marginalized groups into mainstream classrooms. Teacher 

professional development plays a crucial role in the successful implementation of inclusive 

education practices within school systems worldwide. Silam also maintains that teacher 

professional development plays a critical role in driving positive outcomes in inclusive 



                                                                     Aquino Journal of Philosophy, Vol 5 Issue 1, April 2025. 

                 ISSN: 2786-9792 

 

130 
 

education by empowering educators with the knowledge and skills needed to create inclusive 

and supportive learning environments that benefit all students, regardless of their backgrounds 

or abilities (Silam, 2024). As inclusive education develops, teachers are increasingly expected 

to handle a divergent range of learners, which requires a rethinking of the competencies they 

must possess in order to function in school environments. 

 

THE IMPORTANCE OF TEACHERS' COMPETENCES 

In 1944, the United Nations Educational, Scientific and Cultural Organization (UNESCO) 

described inclusive education (IE) as a practice aimed at acknowledging and responding to the 

diverse needs of all learners. This effort involves contributions to learning, cultures, and 

communities, while also striving to reduce marginalization within the education system. 

Inclusive education isn't just about making changes to content and methods; it's about 

fundamentally reshaping approaches to ensure that every child, regardless of their 

circumstances, receives an education that’s their right (UNICEF & UNICEF, 2003, as cited in 

Hina, Tarique& Jameel, 2025). The effectiveness of inclusive education hinges on teachers' 

ability to foster environments that are supportive, adaptable, and accessible. This educational 

model is essential for making quality education available to all students, no matter their 

backgrounds or abilities. However, many traditional definitions of teacher competencies—

focused primarily on pedagogy, classroom management, and subject expertise—fall short 

when it comes to addressing the unique challenges that arise in inclusive classrooms. These 

challenges can include catering to students with diverse learning needs, navigating institutional 

barriers, and managing the emotional demands that come with fostering inclusion. 

 

PHENOMENOLOGY IN EDUCATIONAL RESEARCH 

Phenomenology explores the fundamental structures of consciousness by examining 

experiences through a first-person lens. Central to this exploration is the concept of 

intentionality, which refers to the way experiences are directed toward specific objects or 

phenomena (Stanford Encyclopedia of Philosophy 2003, Ofoegbu & Anyanwu 2016). Within 

the context of educational research, phenomenology serves as a crucial methodology for 

investigating the lived experiences of educators. It provides a deeper understanding of their 

perceptions regarding their roles, the obstacles they encounter, and their paths toward 

professional development. This research approach often reveals the emotional, ethical, and 

relational dimensions of teaching that conventional competency frameworks frequently 

neglect. By employing a phenomenological perspective in the study of inclusive education, 

researchers can gain valuable insights into how teachers navigate the intricacies of inclusion, 

thereby facilitating a reflective examination of their professional identities and teaching 

practices 

 

 

 



       Johnson Ugochukwu..                           Rethinking the imperative of teachers' competences in...                 

131 
 

 

Philosophical Foundations of Phenomenology 

Phenomenology, drawing from the insights of thinkers like Edmund Husserl and Martin 

Heidegger, dives into the essence of lived experiences and the significance that individuals 

assign to their everyday interactions. It highlights the concept of intentionality, which suggests 

that our consciousness is always aimed at something specific. This approach invites us to 

deeply explore how people perceive and make sense of the world around them. Husserl (1913) 

says phenomenology is the science of the structure of subjective experience or 

consciousness…It is the systematic and rigorous examination of conscious experience or 

perception, without making assumptions or presuppositions or presuppositions about the nature 

of reality. Heidegger, drawing from Husserl’s assertion, phenomenology is the letting-be-seen 

of the things themselves, in opposition to all constructive and speculative thought…It is the 

attempt to let the things themselves be seen, without any preconceptions. Phenomenology, as 

a philosophical methodology, provides a significant framework for understanding the 

experiences of individuals within inclusive education contexts. By exploring these 

phenomenological principles and foundations, we can enhance our comprehension of people's 

experiences in inclusive education and strive to create more supportive and inviting learning 

environments 

Applying Phenomenology to the Teachers’ competencies 

When we look at teachers' competences in inclusive education through a phenomenological 

lens, we can really dig into what goes on inside their minds as they work with diverse students. 

It highlights how they see their own effectiveness, manage emotional hurdles, and adjust their 

teaching methods based on the interactions happening in their classrooms. Instead of thinking 

of competence as just a fixed skill set, phenomenology shows us that it's actually a dynamic 

and evolving concept influenced by their day-to-day experiences. Emotional Intelligence is a 

key factor in creating a positive and inclusive classroom environment (Goleman, 1995, p.34) 

Teachers with high emotional Intelligence are better able to manage their own emotions and 

those of their students, creating a more positive and inclusive learning environment (Mayer & 

Salovey, 1997). Culturally competent teachers are able to understand and appreciate the diverse 

and supportive learning environment 

Educators frequently convey that competence encompasses more than merely possessing a 

collection of technical abilities; it represents a dynamic form of knowledge that evolves through 

continuous engagement with their students. Numerous teachers emphasize how they gain 

insights from their students, adapting their instructional methods to align with the distinct 

dynamics of the classroom and the specific requirements of each learner. 

 

TEACHERS’ COMPETENCE IN THE LIGHT OF PHENOMENOLOGY 

Reinterpreting Competence 

This paper significantly challenges, in the light of phenomenology, conventional notions of 

competence by emphasizing that it is not merely a fixed attribute but rather a dynamic quality 

that develops over time through experience. The competencies of teachers are not immutable; 

they are consistently shaped by their interactions with students, their emotional responses, and 

the ethical dilemmas they encounter in the classroom. 



                                                                     Aquino Journal of Philosophy, Vol 5 Issue 1, April 2025. 

                 ISSN: 2786-9792 

 

132 
 

Implications for Teacher Education 

Teacher education programs must evolve beyond the mere instruction of technical skills. It is 

essential to incorporate reflective practices and training focused on emotional resilience. In the 

realm of professional development for inclusive education, it is crucial to establish 

environments where educators can exchange their experiences, contemplate the challenges they 

encounter, and devise adaptable strategies to address these issues 

Policy Implications  

Educational policies must prioritize robust support for inclusive education. This entails the 

establishment of smaller class sizes, guaranteeing access to specialized personnel, and 

providing resources that accommodate various learning styles. Additionally, it is essential for 

these policies to recognize the emotional and ethical dimensions of teaching within inclusive 

settings, which involves creating support systems for educators. 

The need for adopting the Phenomenological approach to Teachers’ Competencies 

While traditional frameworks like classroom management, subject mastery, teaching strategies, 

and media play a crucial role in enhancing teaching and learning, they often miss out on the 

personal, lived experiences of teachers. In the realm of inclusive education, the spotlight is 

usually on the learner, particularly those with special needs. The National Policy on Education 

emphasizes the importance of including children and youth with special needs in regular 

schools (National Policy on Education, 2008). The goal of inclusive education is to ensure that 

every student has access to learning by catering to their diverse needs, including those with 

unique requirements (Buenaño-Barreno, 2024) as noted in (Navas-Bonilla, Guerra-Arango, 

Oriedo-Guado& Murillo-Noviega, 2025).  

This approach is grounded in several key principles, one of which is that the inherent worth of 

every individual in our society isn't determined by their abilities or accomplishments; rather, 

those with disabilities or special educational needs should be welcomed into the educational 

environment (Shmeleva and Litovchenko, 2022) as referenced in (Navas-Bonilla, Guerra-

Arango, Oriedo-Guado& Murillo-Noviega, 2025). Adopting a phenomenological approach, 

which aims to grasp individuals' experiences from their own viewpoints, can shed light on the 

intricate realities of teaching in inclusive settings. By delving into the emotional and cognitive 

journeys of teachers, we can develop a richer understanding of what it truly means to be 

"competent" in the context of inclusive education. 

Furthermore, adopting a phenomenological approach can shed light on the real experiences of 

teachers working in inclusive education environments. This method focuses on grasping the 

meaning and structure of conscious experiences (Husserl, 1970). In the realm of inclusive 

education, such an approach can reveal the competencies teachers need to nurture in order to 

assist diverse learners effectively. 

 

 

 



       Johnson Ugochukwu..                           Rethinking the imperative of teachers' competences in...                 

133 
 

 

COMPETENCES FOR INCLUSIVE EDUCATION 

Ainscow (2012) affirms the essence of teacher education in promoting inclusive education. He 

argues that teachers need to develop the skills and knowledge to support diverse learners. 

Florian (2014) emphasizes the imperativeness for teachers to have indebt understanding of 

inclusive education. She maintains that teachers need to move above a deficit model of 

disability and focus more on creating inclusive learning environment. Teachers need to create 

supportive and inclusive learning environment that encourages socio-emotional learning 

(Mittler, 2013) Furthermore, Norwich (2013) pointed out the tensions and dilemmas teachers 

are confronted in implementing inclusive education. He argues that teachers need to navigate 

these tensions and dilemmas in order to create inclusive learning atmosphere  

Numerous studies have pinpointed the specific competencies that teachers should develop for 

inclusive education. For instance, the European Agency for Development in Special Needs 

Education (2012) outlined several key competencies: 

1. Valuing diversity: Educators must appreciate diversity and acknowledge both the 

strengths and challenges faced by various learners. 

2. Creating inclusive learning environments: Teachers should strive to foster inclusive 

settings that encourage participation and engagement from all students. 

3. Using differentiated instruction: It's crucial for teachers to implement differentiated 

instruction to cater to the varied needs of their learners. 

In summary, the significance of teachers' competencies in the realm of inclusive education is 

immense. A phenomenological approach can offer valuable insights into the experiences of 

teachers in inclusive settings and help identify the skills they need to develop to effectively 

support diverse learners. 

 

CONCLUSION 

This paper advocates for a reevaluation of the concept of teacher competence in inclusive 

education, approached from a phenomenological perspective. By focusing on the lived 

experiences of educators, we can gain a deeper understanding of how their competence is 

shaped by authentic interactions, the emotional labor they engage in, and the ethical dilemmas 

they encounter. It is essential for teacher education programs and policies to adapt to this 

complexity by providing ongoing support and opportunities for reflection, thereby enabling 

teachers to thrive in inclusive classroom settings. 

 

  



                                                                     Aquino Journal of Philosophy, Vol 5 Issue 1, April 2025. 

                 ISSN: 2786-9792 

 

134 
 

 

REFERENCES 

Ainscow, M. (2012). Moving knowledge: Understanding the role of research in shaping 

educational practice. Journal of Educational Change,13(2), 151-165.doi: 181007/s10833-012-

9183-3. 

Buenaño-Barreno, P. N. B. (2024). Políticas y prácticas de 

educacióninclusivaenLatinoamérica: unarevisiónsistemática. Rev. Investig. Educ. Niveles 1, 

14–30. doi: 10.61347/rien.v1i2.61. 

European Agency for Development in Special Needs Education. (2012). Teacher education for 

inclusion: Profile of inclusive teachers. Odense, Denmark: European Agency for Development 

in Special Needs Education. 

Florian, L. (2014). Teacher education for inclusive education. In C.J. McLoughlin & A.M. 

O’Donnell (Eds.), What counts as evidence in education settings? (pp. 157-172). New York: 

Peter Lang 

Florian, L., & Spratt, J. (2013). Preparing teachers for inclusive education: A critique of the 

current approaches. In L. Florian (Ed), The SAGE handbook of special education (pp.407-422) 

|. London, UK: SAGE Publications 

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam books 

Heidegger, M. (1927). Being and Time. Trans. Macquarie and E. Robinson. Tubingen: Max 

Niemeyer Verlag 

Husserl, E. (1913). Ideas pertaining to a pure phenomenological philosophy. First book. Trans. 

F. kersten. Hague: Nijhoff Publishers 

Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology (D. 

Carr, Trans.). Evanston, IL: Northwestern Press 

Kaloyan, D.(2024). Differentiation of educational content through artificial intelligence 

systems in inclusive education. International Journal of Education(IJE) Vo.12,No.3. 

https://www.researchgate.net/publication/383749724 

Mayer, J.D., Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter 

(Eds), Emotional development and emotional intelligence: Educational implications (pp.3-31). 

Basic Books 

Mittler, P. (2013). Working towards inclusive education: Social contexts. London, UK: 

Routledge 

National Policy on Education (2008). Section 7: Special Needs Education. Abuja, Nigeria 

Navas-Bonilla,C.R,Guerr-Arango, J.A, Oriedo-Guado,D.A,Murillo-Noviega(2025). Inclusive 

education through technology: A systematic review of types, tools and 

characteristics.frontiersin/org/journals/education/articles/10.3389/feduc.2025./527851/full. 

https://www.researchgate.net/publication/383749724


       Johnson Ugochukwu..                           Rethinking the imperative of teachers' competences in...                 

135 
 

Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. International 

Journal of Inclusive Education,17(5-6), 531-544.doi:10/1080/13603116.2013.802411. 

Ofoegbu, J.U. (2017).Hermeneutics of philosophy of education. Owerri: Peace Publishers 

Ofoegbu, J.U., Anyanwu, K. (2016) Africa and phobia of globalization: Phenomenologico-

Analytic solution in contemporary education. International Journal of Education and Research 

Vol.4, No.7 

Ofoegbu,J.O., Nwebo, E.I., Umeadi, K.C. (2022). Phenomenology of inclusive education:Its 

possibility in underdeveloped economy. Oracle of wisdom journal of philosophy and public 

affairs.vol.6. No 2. A Publication of the Department of Philosophy and Religious 

Studies.Tansian University Umunya Anambra State. 

Shmeleva, Z. N., and Litovchenko, V. I. (2022). The use of digital Technologies in the 

Inclusive Education Implementation at the university. College Park, MD: American Institute 

of Physics Inc. 

Silam, J. (2024). Role of teacher professional development on the implementation of inclusive 

education practices in Djibouti. American Journal of Education and Practice. Vol. 8. No. 4. 

Stanford Encyclopedia of Philosophy.(2003). Phenomenology. 

www.plato.standard.edu/entries/phenomenology/ 

United Nations. (2006). Convention on the Rights of Persons with Disabilities. New York: 

United Nations Publications 

 

http://www.plato.standard.edu/entries/phenomenology/

