Piloting Innovative Teacher-Training Model in Nigeria’s Premier Special Needs College

In education, inclusion is not just a principle, it is a practice. That conviction is why the Pre-Service Teachers’ Education Project (Pre-STEP) was implemented at the Federal College of Education Special (FCE-Special), Oyo. As the only institution of its kind in sub-Saharan Africa, FCE-Special, Oyo hosts the largest population of special needs students and specialized facilities for training inclusive educators.

Although Pre-STEP is being implemented across six Colleges of Education (CoE) in Nigeria, in Oyo, inclusion was the primary focus. Over 13 weeks, pre-service teachers at FCE-Special, Oyo, including those with special needs, those training to teach special needs students, and those on the conventional track, participated in hands-on learning experiences with two goals: to significantly improve classroom delivery and to build the confidence and adaptability of pre-service teachers using the 4-in-1 model.

The 4-in-1 model integrates four evidence-based teaching strategies through two learner-centred teaching models, Jigsaw and Problem-Based Learning (PBL), and two teacher-centred teaching models, Microteaching and Technological Pedagogical Content Knowledge (TPACK). 

Preparation for the 13-week implementation included training the program facilitator, a program officer and three sign language interpreters. The facilitator was responsible for teaching pre-service teachers, the program officer provided administrative support, and sign language interpreters were available for hearing-impaired participants. The project team collaborated with institutional stakeholders to select 55 students to participate in the program, ensuring diverse representation across departments and abilities, and reflecting the project's ethical commitment to voluntary participation.

Delivery of the 4-in-1 model was a profound departure from conventional, teacher-centered pedagogy. Curiosity quickly shifted to active engagement as the facilitator introduced collaborative learning methods, starting with the Jigsaw technique. Pre-service teachers were organized into groups for peer-led discussions, shared lesson planning, and role-play, all of which actively encouraged critical thinking, communication, and teamwork. The energy in the training classroom reflected pre-service teachers internalizing learner-centered approaches for the first time.

Student reflections revealed the transformative impact of active learning and deep understanding across all four strategies:

• Jigsaw: Participants described the collaborative approach as "magical and logical," noting how it eliminated passive learning, sparked interest, and encouraged peer teaching.

• PBL: Students appreciated the sharp contrast to traditional methods. One observed, "PBL fosters deep understanding by encouraging learners to think critically, analyze, and solve real-world problems," leading to better knowledge retention.

• Microteaching: Participants highlighted how the sessions helped them to refine their instructional delivery in a supportive, low-stakes environment. They noted that real-time peer and facilitator feedback boosted their confidence and strengthened their classroom presence.

• TPACK: Students shared that the TPACK module broadened their view of teaching with technology, helping them understand how digital tools can enrich lessons. They reflected that TPACK made them rethink how to make learning more interactive, inclusive, and accessible.

A definitive highlight was the seamless inclusion of pre-service teachers with hearing impairments, facilitated entirely by the presence of the sign language interpreters. Three students with hearing impairments participated actively in all 13 weeks, contributing to group work, completing all assignments, and engaging confidently in discussions.

One student shared, "I was encouraged to participate... The presence of the sign language interpreters made it seamless for me. I was able to collaborate with my colleagues and participate fully in the Jigsaw method." When asked about exclusion, responses were unanimous, (e.g. "No, I wasn’t left behind.)" These testimonies underscore the project's commitment to equity and the transformative power of intentional, inclusive teacher training.

The success of the 4-in-1 model was data-backed, not just anecdotal. Understanding of the four models was measured pre- and post-intervention and pre-service teachers showed improvements in curriculum content across all four components: a 24.7% knowledge increase for Jigsaw, 20.3% for PBL, 20.9% for TPACK, and 11.5% for Microteaching. These results validate the model's effectiveness in strengthening teacher capacity in diverse settings.

Institutional leaders, acknowledging the deep impact enabled by the GPE and IDRC, have called for a national scale-up. The 4-in-1 model has fundamentally shifted mindsets, offering a practical blueprint for a more equitable and responsive education system. Scaling this approach is crucial to equip all pre-service teachers to inspire, teach, and include every learner.

The completion of this phase at the FCE-Special, Oyo marks an important milestone, but it is only the beginning. The next phase of the project will extend into primary schools, where pre-service teachers (including those with special needs) will put their learning into practice, applying the 4-in-1 model directly in classrooms. This progression will not only test the 4-in-1 model in authentic teaching contexts but will also generate crucial insights into how pre-service training translates into improved learning outcomes, particularly for pupils with special needs.

In conclusion, the success of Pre-STEP at FCE-Special, Oyo demonstrates what is possible when innovation and inclusivity come together with intentional design. The project has shown that when pre-service teachers, regardless of ability, are equipped with learner-centred methods, supportive environments, and accessible tools, they thrive.

Yet this milestone is only a foundation. Nigeria now has an opportunity to build on this success by adopting and scaling the 4-in-1 model nationally. The inclusive implementation experience of Sydani Group and CEBAR Consultancy, in collaboration with the National Commission for Colleges of Education (NCCE), provides a clear blueprint: a system where pre-service teachers with and without disabilities learn, participate, and excel together. National adoption of the 4-in-1 model will expand inclusive practices across all Colleges of Education, strengthening teacher preparation and ensuring that every future teacher, and every learner, has the support and tools needed to succeed.