Experiences of Early-Career Teachers in Inclusive Education: Lessons Learnt in South Africa for Teacher Training Programmes

Authors

DOI:

https://doi.org/10.34190/icer.1.1.2743

Keywords:

Early career teachers,, Inclusive education,, Learning support,, Contextual challenges,, Teacher training programmes

Abstract

Higher education institutions are increasingly challenged to prepare student teachers for a socially and culturally diverse learner population. Inclusive education is an international imperative but remains a contentious issue in education. Early career teachers enter the profession with passion and anticipation to transition from theory-based learning to practical implementation. However, they soon face many contextual challenges, especially in low socio-economic settings. This research investigates the experiences of early career Foundation Phase teachers in implementing learning support within low socio-economic schools. Using a qualitative, illustrative case study design grounded in social constructivist theory, data were collected from purposefully selected participants in the Western Cape through semi-structured interviews and document analysis. Thematic content analysis revealed five key themes: 1) contextual factors, 2) teacher attitudes, 3) perceived lack of skills, 4) proactivity and reflection, and 5) external support needs. The findings indicate that despite the prioritization of inclusive education, early career teachers encounter numerous challenges that impede effective learning support. Their experiences highlight the gap between theoretical training and practical application, impacting their confidence and ability to implement learning support strategies. These insights are essential for adapting teacher training programs to better prepare future educators for the practical realities, particularly in low socio-economic contexts.

 

Author Biographies

Lucia van der Rheede, Varsity College

I am a dedicated educator with over 7 years of teaching experience, currently lecturing at Varsity College. As a novice researcher, I am passionate about supporting and developing student teachers to address the challenges in South African schools, with a focus on inclusive education and bridging the gap between theory and practice for beginner teachers.

Lorna Dreyer, Stellenbosch University

Prof Lorna Dreyer is an NRF-rated researcher and lecturer in the Department of Educational Psychology, Stellenbosch University (South Africa). She has extensive teaching experience. She specialises in learning support within an inclusive education context from a human rights and social justice perspective. She has published several articles and book chapters. 

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Published

2024-11-21