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Full-service school teachers’ experiences of support
Thesis (MEdPsych)--Stellenbosch University, 2023.
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| Other Authors: | |
| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613975210885120 |
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| access_status_str | Open Access |
| author | Van Zyl, Maria Susana (Marié) |
| author2 | Dreyer, Lorna |
| author_browse | Dreyer, Lorna Van Zyl, Maria Susana (Marié) |
| author_facet | Dreyer, Lorna Van Zyl, Maria Susana (Marié) |
| author_sort | Van Zyl, Maria Susana (Marié) |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/127421 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:41.084Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/127421 Full-service school teachers’ experiences of support Van Zyl, Maria Susana (Marié) Dreyer, Lorna Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Inclusive education -- South Africa Teachers -- In-service training -- South Africa Educational psychology Mainstreaming in education -- South Africa Motivation in education -- South Africa Mentoring in education Learning strategies UCTD Thesis (MEdPsych)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Although inclusive education policy has been established with the aim of providing equal opportunities for children with special educational needs and disabilities in South Africa, there are still concerns about how possible it is to make this a reality. Concerns and objections by educators about inclusion are primarily based on the diversity of learning disabilities, their lack of confidence in teaching in an inclusive environment and the support they receive regarding teaching in identified inclusive schools. There is a need to promote inclusive education for children with learning barriers. One way to support this effort is to ensure that teachers are well-trained enough to support these learners in established full-service schools and other inclusive institutions. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. To select six participants for the research, purposive sampling was used. Two methods of data collection were used. They consisted of semi-structured individual online interviews and an online focus group discussion. To analyse the data, qualitative content analysis was used. Four interconnected themes emerged from this analysis. These themes relate to teachers' perceptions of their own role as implementers of inclusive education in full-service schools, the self-efficiency of teachers in finding solutions to challenges they face, their knowledge of inclusive education through in-service training, and how they experience in-service training provided to them. The results revealed that teachers need help with knowledge and skills regarding assessment differentiation. It is therefore suggested that the school management teams, and district staff provide teachers with more intensive training and the necessary tools to ensure that learners experience success rather than failure during their school careers. AFRIKAANSE OPSOMMING: Alhoewel inklusiewe onderwysbeleid gevestig is met die doel om gelyke geleenthede vir kinders met spesiale opvoedkundige behoeftes en gestremdhede in Suid-Afrika te bied, is daar steeds kommer oor hoe moontlik dit is om dit 'n werklikheid te maak. Kommer en besware deur opvoeders oor insluiting is hoofsaaklik gebaseer op die diversiteit van leergestremdhede, hul gebrek aan vertroue om in 'n inklusiewe omgewing te onderrig en die ondersteuning wat hulle ontvang met betrekking tot onderrig in geïdentifiseerde inklusiewe skole. Daar is 'n behoefte om inklusiewe onderwys vir kinders met leer hindernisse te bevorder, en een manier om hierdie poging te ondersteun, is om te verseker dat onderwysers goed opgelei word om hierdie leerders in gevestigde voldiensskole en ander inklusiewe instellings te ondersteun. Hierdie studie se navorsingsmetodologie kan beskryf word as 'n basiese kwalitatiewe navorsing wat binne 'n interpretatiewe paradigma ingebed is. Om ses deelnemers vir die navorsing te kies, is suiwer steekproefneming gebruik. Twee metodes van datainsameling is gebruik. Dit het bestaan uit semi-gestruktureerde individuele aanlyn onderhoude en 'n aanlyn fokus groepbespreking. Om die data te analiseer, is kwalitatiewe inhoudsanalise gebruik. Vier inter-gekoppelde temas het uit hierdie analise ontstaan. Hierdie temas het betrekking op onderwysers se persepsies van hul eie rol as implementeerders van inklusiewe onderwys in voldiensskole, self doeltreffend van onderwysers om oplossings te vind vir uitdagings wat hulle in die gesig staar, hul kennis van inklusiewe onderwys deur indiensopleiding, en hoe hulle indiensopleiding ervaar wat aan hulle verskaf word. Die resultate het aan die lig gebring dat onderwysers meestal sukkel met kennis en vaardighede rakende die differensiasie van assessering. Daar word dus voorgestel dat skoolbestuur spanne en distrik personeel onderwysers meer intensiewe opleiding en die nodige gereedskap bied om te verseker dat leerders sukses ervaar en nie gedurende hul skoolloopbane misluk nie. Masters 2023-03-07T10:46:15Z 2023-05-18T07:21:24Z 2023-03-07T10:46:15Z 2023-05-18T07:21:24Z 2023-03 Thesis http://hdl.handle.net/10019.1/127421 en_ZA Stellenbosch University viii, 114 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Inclusive education -- South Africa Teachers -- In-service training -- South Africa Educational psychology Mainstreaming in education -- South Africa Motivation in education -- South Africa Mentoring in education Learning strategies UCTD Van Zyl, Maria Susana (Marié) Full-service school teachers’ experiences of support |
| title | Full-service school teachers’ experiences of support |
| title_full | Full-service school teachers’ experiences of support |
| title_fullStr | Full-service school teachers’ experiences of support |
| title_full_unstemmed | Full-service school teachers’ experiences of support |
| title_short | Full-service school teachers’ experiences of support |
| title_sort | full service school teachers experiences of support |
| topic | Inclusive education -- South Africa Teachers -- In-service training -- South Africa Educational psychology Mainstreaming in education -- South Africa Motivation in education -- South Africa Mentoring in education Learning strategies UCTD |
| url | http://hdl.handle.net/10019.1/127421 |
| work_keys_str_mv | AT vanzylmariasusanamarie fullserviceschoolteachersexperiencesofsupport |