Invitational Disposition as a Feature of Foundation Phase Teachers' Inclusive Pedagogy in one selected Independent Gauteng School

Abstract

ABSTRACT Teacher dispositions play an important role in shaping pedagogical choices and fostering inclusive learning environments. This study explores the influence of teacher dispositions on the pedagogical decisions made by Foundation Phase teachers in a selected Independent school in Gauteng. Grounded in the Invitational Dispositional Framework and the Head, Heart, and Hands (3H) model, this research examines how teachers’ beliefs, values, habits and emotional intelligence inform their teaching strategies and interactions with their students. The study makes use of a qualitative research design method, using semi-structured interviews and classroom observations to gather in-depth insights from four Foundation Phase teachers. The findings highlight the significant impact of invitational dispositions such as trust, respect, empathy, critical thinking, and optimism on pedagogical practices. Teachers who demonstrated strong emotional intelligence and a commitment to inclusive education implemented strategies such as differentiated instruction, flexible groupings, and restorative approaches to support diverse student needs. Furthermore, the study contributes to the growing body of research on teacher development by linking dispositional attributes to professional growth and student outcomes. It highlights the reciprocal relationship between teacher dispositions and pedagogical choices, emphasizing the need for intentional teacher training programs that cultivate critical thinking and invitational dispositions from the onset of a teachers career. The implications of this research extend beyond the classroom, offering valuable insights for teacher education, professional development, and educational policy. By fostering dispositions that prioritize student well-being, inclusivity, and reflective practice, teachers can create transformative learning experiences that empower their students.