Experiences of Novice Teachers in Promoting Inclusive Education in Johannesburg East Inner-City Secondary Schools

Abstract

ABSTRACT This study examines the experiences of novice teachers implementing inclusive education (IE) in Johannesburg East inner-city secondary schools. Despite the adoption of White Paper 6 over twenty years ago, significant challenges still exist in translating policy into practice. The research investigates the knowledge, skills, and understanding of novice teachers in promoting IE in their daily teaching environments. A qualitative approach within an interpretivist paradigm was employed. Data were gathered through semi-structured interviews with six purposefully selected novice teachers, each with up to three years of teaching experience, from two inner-city secondary schools. Thematic analysis followed Srivastava and Thomson’s (2009) five-step framework. Bandura’s social cognitive theory (1986) provided the theoretical foundation, emphasising the dynamic interaction of personal, behavioural, and environmental influences on teaching practice. Six key findings emerged, indicating that teacher education programmes should better reflect the realities of inclusive classrooms. Future research could explore how novice teachers' self-efficacy develops over time. Longitudinal studies tracking their progression from first year to mid-career may offer deeper insights into how they navigate and adapt to reality shocks. Keywords: inclusive education, novice teachers, secondary school