Teachers’ experiences of in-service training on inclusive education: a South African perspective
The object of this research: The purpose of this qualitative phenomenological study was to explore and describe teachers’ experiences of in-service training on inclusive education. While diverse literature has dealt with teachers’ experiences of in-service training programmes and the conceptualization of inclusive education, the majority of these studies show limited focus on in-service training programmes tailored according to identified classroom needs.
Methods: This study adopted a phenomenological research design. The purposive and conveniently selected 8 participants enrolled in the BEd Honours (Learning Support) distance education programme participated in the study. Furthermore, the study’s data collection process involved telephonic semi-structured interviews. The study used a thematic data analysis method.
The main scientific results: The findings in this study indicated that the themes of learning barriers and inclusive education training. Moreover, the findings indicated that BEd Honours is informative and necessary for professional development; however, some participants shared concerns about the limited application material in the training programme.
The area of practical use of the research results: This is for teachers in the in-service training. By identifying and uncovering teachers’ needs to implement inclusive education, these findings can be used to improve in-service training programmes
Education White Paper 6: Special Needs Education building on Inclusive Education and Training System (2001). Department of Education. Government Printer. Available at: https://www.vvob.org/files/publicaties/rsa_education_white_paper_6.pdf
Tyagi, G. (2016). Role of teacher in inclusive education. Journal of Education and Applied Research, 6 (1), 115–116. Available at: http://ijear.org/vol61/TEP2016/34-gunjan-tyagi.pdf
Majoko, T., Phasha, N. (2018). The state of inclusive education in South Africa and the implications for teacher training programmes. University of South Africa. British Council South Africa.
Adewumi, T. M., Mosito, C. (2019). Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Education, 6 (1). doi: https://doi.org/10.1080/2331186x.2019.1703446
Ayvaz-Tuncel, Z., Çobanoğlu, F. (2018). In-service Teacher Training: Problems of the Teachers as Learners. International Journal of Instruction, 11 (4), 159–174. doi: https://doi.org/10.12973/iji.2018.11411a
Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42 (3), 234–256. doi: https://doi.org/10.1111/1467-8578.12101
Garbutt, W. G., Nyabuto, E., Natade, L. J. (2018). Support strategies teachers use to assist learners with learning disabilities in public primary schools in Trans-Nzoia Country, Kenya. European Journal of Special Education Research, 3 (4), 33–41. doi: https://doi.org/10.5281/zenodo.1408938
Ranjeeta (2018). Teaching strategies for learners with special educational needs. National Journal of Multidisciplinary Research and Development, 3 (1), 696–698. Available at: http://www.nationaljournals.com/archives/2018/vol3/issue1/3-1-235
Mahlo, D. (2017). Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa. SAGE Open, 7 (1). doi: https://doi.org/10.1177/2158244017697162
Policy for the Provision of Distance Education in South Africa Universities in the Context of an Integrated Post-School System (2014). Government Gazette No. 37811. Government Printer
Huhtala, A., Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Journal of Applied Language Studies, 11 (3), 55–79. doi: https://doi.org/10.17011/apples/urn.201712104584
Osamwonyi, E. F. (2016). In-service education of teachers: overview, problems and the way forward. Journal of Education and Practice, 7 (26), 83–87. Available at: https://eric.ed.gov/?id=EJ1115837
Bronfenbrenner, U. (1979). The ecology of human development: experience by nature and design. Harvard University Press, 330.
Visser, M., Moleko, A.-G. (2012). Community psychology in South Africa. Van Schaik.
Boyle, C., Anderson, J., Allen, K. (2020). The importance of teachers’ attitudes to inclusive education. Inclusive education: Global Issues & Controversies, 127–146. doi: https://doi.org/10.1163/9789004431171_008
Navarro-Mateu, D., Franco-Ochoa, J., Valero-Moreno, S., Prado-Gascó, V. (2020). Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain. Frontiers in Psychology, 11. doi: https://doi.org/10.3389/fpsyg.2020.00521
Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26 (1), 1–13. doi: https://doi.org/10.1037/a0022714
Brendle, J. (2017). A study of co-teaching identifying effective implementation strategies. International Journal of Special Education, 32 (3), 538–550. Available at: Available at: https://eric.ed.gov/?id=EJ1184155
Chitiyo, J. (2017). Challenges to the use of coteaching by teachers. International Journal of Whole Schooling, 13 (3), 55–66. Available at: https://files.eric.ed.gov/fulltext/EJ1163186.pdf
Molbaek, M. (2017). Inclusive teaching strategies – dimensions and agendas. International Journal of Inclusive Education, 22 (10), 1048–1061. doi: https://doi.org/10.1080/13603116.2017.1414578
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Sage.
Vagle, M. D. (2018). Crafting phenomenological research. Routledge, 198. Available at: https://lccn.loc.gov/2017052827
Patton, M. Q. (2014). Qualitative research & evaluation methods. Sage. doi: https://doi.org/10.4324/9781315173474
Merriam, S. B., Tisdell, E. J. (2016). Qualitative research: a guide to design and implementation. Jossey-Bass.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., Hoagwood, K. (2013). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42 (5), 533–544. doi: https://doi.org/10.1007/s10488-013-0528-y
Korstjens, I., Moser, A. (2017). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24 (1), 120–124. doi: https://doi.org/10.1080/13814788.2017.1375092
Tracy, S. J. (2013). Qualitative research methods: collecting, evidence, crafting, analysis, communicating impact. Wiley-Blackwell.
Vaismoradi, M., Snelgrove, S. (2019). Themes in qualitative content analysis and thematic analysis. Forum: Qualitative Social Research, 20 (3). doi: https://doi.org/10.17169/fqs-20.3.3376
Willig, C. (2013). Introducing qualitative research in psychology. Open University Press.
Braun, V., Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage, 382.
Mpu, Y., Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: the South African perspective. Perspectives in Education, 39 (2), 225–238. doi: https://doi.org/10.18820/2519593x/pie.v39.i2.16
Ali, S., Rafi, M. (2016). Learning disabilities: Characteristics and instructional approaches. International Journal of Humanities Social Sciences and Education, 3 (4), 111–115. doi: https://doi.org/10.20431/2349-0381.0304013
Grünke, M., Cavendish, W. (2016). Learning disabilities around the globe. Learning Disabilities: A Contemporary Journal, 14 (1), 1–8.
Agrawal, J., Barrio, B. L., Kressler, B., Hsiao, Y-J., Shankland, R. K. (2019). Learning Disabilities: A Contemporary Journal, 17 (1), 95–113. Available at: https://eric.ed.gov/?id=EJ1218057
Popova, A., Evans, D. K., Breeding, M. E., Arancibia, V. (2019). Teacher professional development around the world: the gap between evidence and practice. Center for Global Development. doi: https://doi.org/10.1596/1813-9450-8572
Junejo, M. I., Sarwor, S., & Ahmed, R. R. (2017). Impact of in-service training on performance of teachers: a case of STEVTA Karachi region. International Journal of Experiential & Case Studies, 2 (2), 50–60. Available at: https://www.academia.edu/35793736/Impact_of_In_Service_Training_on_Performance_of_Teachers_A_Case_of_STEVTA_Karachi_Region
Darling-Hammond, L., Hyler, M. E., Gardner, M., Espinoza, D. (2017). Effective teacher professional development. Learning Policy Institute. doi: https://doi.org/10.54300/122.311
Bautisla, A., Ortega-Ruiz, R. (2015). Teacher professional development: international perspectives and approaches. Psychology, Society, & Education, 7 (3), 240–251. doi: http://doi.org/10.25115/psye.v7i3.1020
👁 16 ⬇ 21
Copyright (c) 2023 Tshililo Annah Nembambula, Mary Ooko, Ruth Aluko
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.