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Creating Capacity for Change through Short Learning Programmes for Professional Learning for Inclusive Education of Teachers in South Africa

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Title: Creating Capacity for Change through Short Learning Programmes for Professional Learning for Inclusive Education of Teachers in South Africa
Language: English
Authors: M. D. Sepadi (ORCID 0000-0002-7537-5566), M. J. Themane (ORCID 0000-0002-2097-8538)
Source: South African Journal of Education. 2025 45(1).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Experienced Teachers, Inclusion, Faculty Development, Inservice Teacher Education, Teacher Attitudes, Teaching Experience, Minicourses, Teacher Education Programs
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
Abstract: Teachers are critical to any new initiative to take root in schools. Therefore, creating capacity through learning and professional development is fundamental to any change in schools. With this article we analyse teachers' experiences of taking a short learning programme (SLP) for the implementation of inclusive education in the Limpopo province, South Africa. We used a qualitative research methodology and adopted a case study design. Ten teachers were recruited through purposive sampling to participate in the study. The selection criteria included teachers who had at least 10 years of teaching experience. The data collection process involved conducting individual semi-structured interviews, and the subsequent analysis was undertaken using Luckett's (1995) theory of modes of learning. The findings of the study indicate that teachers articulated a need for learning and professional development programmes. They expressed satisfaction with the SLP strategy, the knowledge acquired within the programme and appreciated the quality of facilitation and facilitators. These findings have influential implications on how learning and professional development programmes should be structured to advance inclusive education in South African schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465526
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22M%2E+D%2E+Sepadi%22">M. D. Sepadi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7537-5566">0000-0002-7537-5566</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+J%2E+Themane%22">M. J. Themane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2097-8538">0000-0002-2097-8538</externalLink>)
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: Teachers are critical to any new initiative to take root in schools. Therefore, creating capacity through learning and professional development is fundamental to any change in schools. With this article we analyse teachers' experiences of taking a short learning programme (SLP) for the implementation of inclusive education in the Limpopo province, South Africa. We used a qualitative research methodology and adopted a case study design. Ten teachers were recruited through purposive sampling to participate in the study. The selection criteria included teachers who had at least 10 years of teaching experience. The data collection process involved conducting individual semi-structured interviews, and the subsequent analysis was undertaken using Luckett's (1995) theory of modes of learning. The findings of the study indicate that teachers articulated a need for learning and professional development programmes. They expressed satisfaction with the SLP strategy, the knowledge acquired within the programme and appreciated the quality of facilitation and facilitators. These findings have influential implications on how learning and professional development programmes should be structured to advance inclusive education in South African schools.
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      – SubjectFull: Inclusion
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      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Minicourses
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      – SubjectFull: Teacher Education Programs
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