Conceptualisation of Inclusive education: Impact on primary school principals and foundation phase teachers

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dc.contributor.authorDewa, Nokuthula Ntombiyelizwe
dc.date.accessioned2024-04-09T12:43:12Z
dc.date.available2024-04-09T12:43:12Z
dc.date.issued2023-09
dc.descriptionA thesis submitted to the Faculty of Humanities in fulfilment of the requirement for the degree of Doctor of Philosophy, University of the Witwatersrand, Johannesburg, 2023
dc.description.abstractThis study investigated how the conceptualisations of Inclusive Education (IE) by primary school principals and Foundation Phase teachers impact teaching practices. The study places a high value on participants' IE conceptualisations because they have an impact on teachers' actions in their classrooms, which can either support or limit teachers' inclusive practices in granting epistemic access to learning to all learners. The study addressed the question of how primary school principals and Foundation Phase teachers conceptualise IE and considered the implications of these conceptualisations on their practice. Conceptualisations inform pedagogical practice, and I argue that a pedagogical shift that takes accountability for providing learning opportunities for all learners regardless of difference is necessary. A qualitative transformational research method was used to collect data, and thirteen Foundation Phase (FP) teachers and three school principals were conveniently and purposefully chosen from three Government primary schools, in Johannesburg South. Individual semi-structured interviews and focus group interviews were used to collect data, which was then thematically analysed using both inductive and deductive methods. With some extensions and adjustments, two theoretical frameworks were used for this study: the Inclusive Pedagogical Approach (IPA) and Bronfenbrenner's Ecological Systems Theory. Although Black-Hawkins (2017) argues for three required inclusive pedagogical shifts for teachers to teach inclusively, this study’s findings reveal that teachers in South Africa are currently at three different levels of development toward the required pedagogical shift, which is why IE implementation is hampered despite the numerous IE issues raised by previous studies. According to the findings of this study, there are teachers who have little to no pedagogical shift toward inclusive practices, teachers who have an emerging shift, and teachers who have an established shift. These stages of the pedagogical shift are supported by various conceptualisations that influence teachers' actions, leading to a variety of teaching strategies, some of which do not involve all learners in teaching and learning. The study recommended that the actual stage of shift be considered to support continued progress toward inclusive practice. Teachers who have made little or nopedagogical shift toward inclusivity should be made aware of IE policies and practices, while those who have made an emerging pedagogical shift should be encouraged and assisted in including everyone in their teaching and learning, and those who have made an established pedagogical shift should be developed further in maintaining and improving inclusive practices
dc.description.librarianXN (2024)
dc.facultyFaculty of Humanities
dc.identifier.urihttps://hdl.handle.net/10539/38348
dc.language.isoen
dc.phd.titlePhD
dc.schoolSchool of Education
dc.subjectInclusive Education
dc.subjectFoundation Phase
dc.subjectConceptualisation
dc.subjectInclusive Pedagogy
dc.subjectSpecial Needs Education
dc.subjectEpistemological access
dc.titleConceptualisation of Inclusive education: Impact on primary school principals and foundation phase teachers
dc.typeThesis
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