Teachers’ experiences of in-service training on inclusive education: a South African perspective

Keywords: In-service training, teachers, inclusive education, learning disabilities, professional development, distance education


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


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Author Biographies

Tshililo Annah Nembambula, University of Pretoria

Department of Educational Psychology

Mary Ooko, University of Pretoria

Unit for Distance Education

Ruth Aluko, University of Pretoria

Unit for Distance Education


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How to Cite
Nembambula, T. A., Ooko, M., & Aluko, R. (2022). Teachers’ experiences of in-service training on inclusive education: a South African perspective. ScienceRise, (5), 42-52. https://doi.org/10.21303/2313-8416.2022.002773
Lifelong learning and professional development