THE TEACHERS’ SENTIMENTS OF WORKSHOPS ON INCLUSIVE EDUCATION AS A STRATEGY FOR PROFESSIONAL DEVELOPMENT IN RURAL SCHOOLS OF LIMPOPO PROVINCE

Abstract

The purpose of this study was to explore teachers’ sentiments regarding the use of workshops as a strategy for professional development regarding effective implementation of inclusive education in rural schools. The study followed a qualitative research approach in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four primary schools in Lebopo Circuit. Data was collected through semistructured interviews. The data was analysed thematically. Bernstein’s pedagogic discourse was used as the theoretical lens to explore the way in which the Department of Education conducts workshops or teacher-training to provide teachers with pedagogical knowledge and skills to ensure quality implementation of inclusive education in the circuit under the study. The study found the following: workshops or teacher-training do not achieve the desired purpose of equipping teachers with pedagogic knowledge and skills to ensure quality inclusive education. Furthermore, the study showed that the facilitators lack confidence during workshops or teacher-training, which raises the question of whether they have adequate knowledge and skills of inclusive education or not. The study also found that the time allocated for workshops is inconvenient and insufficient. Thus, the study concluded that the use of the cascade model should be reviewed as it limits the time for training and workshops. The study recommended that the Department of Education should consider having few members of the School-Based Support Teams for in-service training (SBSTs in-service Training) and also to conduct workshops or teacher training at the beginning of the year. This will bring about quality in the implementation of inclusive education and also foster enabling school environments.