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A need analysis : teachers’ experiences of in-service training on inclusive education
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613659370356736 |
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| access_status_str | Open Access |
| author2 | Ooko, Mary |
| author_browse | Ooko, Mary |
| author_facet | Ooko, Mary |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Educational Psychology))--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/88985 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:39.821Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/88985 A need analysis : teachers’ experiences of in-service training on inclusive education Ooko, Mary tshililo.nembambula@up.ac.za Aluko, Folake Ruth Nembambula, Tshililo Annah UCTD In-service training Learning disabilities Teachers Inclusive education Professional development Distance education Dissertation (MEd (Educational Psychology))--University of Pretoria, 2022. Teachers are at the forefront of education, and this comes with the responsibility of including all learners irrespective of their learning disabilities. In South Africa, every child has the right to access basic education; however, there are still children with learning disabilities excluded from the curriculum. The challenge that educators encounter is supporting learners with learning barriers with limited or no training to equip them. This study addresses a gap in the current literature on in-service training and inclusive education in South Africa. While diverse literature has dealt with teachers’ experiences of in-service training programmes and the conceptualisation of inclusive education, the majority of these studies show limited focus on in-service training programmes tailored according to identified classroom needs. In addition, very few studies have been conducted on inclusive education training programmes. The purpose of this qualitative phenomenological study was to explore and describe teachers’ experiences of in-service training on inclusive education. The conceptual framework of the study was drawn from Bronfenbrenner’s Ecological Theory. The purposive and conveniently selected 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 of eight participants. The study used a thematic data analysis method and the findings were presented according to the following four themes: inclusive education, classroom challenges, the positive impact of the BEd Honours, and challenges of the BEd Honours. Participants in this study indicated that the BEd Honours is informative and necessary for professional development; however, some participants shared concerns about the limited application material in the training programme. By identifying and uncovering teachers’ needs to implement inclusive education, these findings can be used to improve in-service training programmes. Educational Psychology MEd (Educational Psychology) Unrestricted 2023-01-26T13:29:47Z 2023-01-26T13:29:47Z 2023-04 2022 Dissertation * A2023 https://repository.up.ac.za/handle/2263/88985 https://doi.org/10.25403/UPresearchdata.21710294 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD In-service training Learning disabilities Teachers Inclusive education Professional development Distance education A need analysis : teachers’ experiences of in-service training on inclusive education |
| title | A need analysis : teachers’ experiences of in-service training on inclusive education |
| title_full | A need analysis : teachers’ experiences of in-service training on inclusive education |
| title_fullStr | A need analysis : teachers’ experiences of in-service training on inclusive education |
| title_full_unstemmed | A need analysis : teachers’ experiences of in-service training on inclusive education |
| title_short | A need analysis : teachers’ experiences of in-service training on inclusive education |
| title_sort | need analysis teachers experiences of in service training on inclusive education |
| topic | UCTD In-service training Learning disabilities Teachers Inclusive education Professional development Distance education |
| url | https://repository.up.ac.za/handle/2263/88985 https://doi.org/10.25403/UPresearchdata.21710294 |