RB Mabasa-Manganyi, JM Mamabolo, M. Sepadi, F. Kgopa, SM Ndlhovu, M. Themane
{"title":"南非教师为适应课堂多样性而创造的有利环境:以林波波省为例","authors":"RB Mabasa-Manganyi, JM Mamabolo, M. Sepadi, F. Kgopa, SM Ndlhovu, M. Themane","doi":"10.15700/saje.v42n4a2077","DOIUrl":null,"url":null,"abstract":"With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the study. Data were collected through an open-ended questionnaire. We employed pedagogical content knowledge (PCK) (Shulman,1986) as a theoretical lens to make sense of the findings. Four findings emerged from the analysis of the data. Firstly, teachers were knowledgeable about the legislation, policies and guidelines about inclusive education to leverage their efforts to create enabling environments to accommodate diversity in their classrooms. Secondly, teachers’ understanding of inclusive education was still entrapped in the medical model, and not in the social model. According to the medical model of disability people are regarded as disabled by their impairments or differences while according to the social model disability is caused by the way in which society is organised. Thirdly, teachers showed an understanding on how to use the principle of differentiation to accommodate diversity in their classrooms. Fourthly, teachers used their social capital to manage diversity in their classrooms. These findings have at least 3 implications. One, policymakers need to take teachers into consideration when they develop policies for inclusive education. Two, there is a need to empower teachers with a better understanding of what inclusive education is. Three, there is a need for parents, teachers and other stakeholders to collaborate in accommodating diversity in schools.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province\",\"authors\":\"RB Mabasa-Manganyi, JM Mamabolo, M. Sepadi, F. Kgopa, SM Ndlhovu, M. Themane\",\"doi\":\"10.15700/saje.v42n4a2077\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. 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Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province
With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the study. Data were collected through an open-ended questionnaire. We employed pedagogical content knowledge (PCK) (Shulman,1986) as a theoretical lens to make sense of the findings. Four findings emerged from the analysis of the data. Firstly, teachers were knowledgeable about the legislation, policies and guidelines about inclusive education to leverage their efforts to create enabling environments to accommodate diversity in their classrooms. Secondly, teachers’ understanding of inclusive education was still entrapped in the medical model, and not in the social model. According to the medical model of disability people are regarded as disabled by their impairments or differences while according to the social model disability is caused by the way in which society is organised. Thirdly, teachers showed an understanding on how to use the principle of differentiation to accommodate diversity in their classrooms. Fourthly, teachers used their social capital to manage diversity in their classrooms. These findings have at least 3 implications. One, policymakers need to take teachers into consideration when they develop policies for inclusive education. Two, there is a need to empower teachers with a better understanding of what inclusive education is. Three, there is a need for parents, teachers and other stakeholders to collaborate in accommodating diversity in schools.
期刊介绍:
The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.