Teachers’ experiences of in-service training on inclusive education: a South African perspective
Tshililo Annah Nembambula, Mary Ooko, Ruth Aluko
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
How to cite paper:
Nembambula, T, , Ooko, M, , Aluko, R, (2022). Teachers’ experiences of in-service training on inclusive education: a South African perspective. ScienceRise, 5, 42-52. doi:https://doi.org/10.21303/2313-8416.2022.002773