Exploration of inclusive education practices in three South African primary schools: An interaction-based perspective

Abstract

In the study reported on here I explored how Foundation Phase teachers in 3 South African primary schools navigated the implementation of inclusive education (IE). Using Bronfenbrenner’s ecological systems theory as a theoretical framework, I used transformative qualitative research to examine how teachers’ interaction in the school system influenced their practices and professional development. Grounded in the Constitution of the Republic of South-Africa, 1996 and Education White Paper 6, we acknowledge challenges such as limited teacher training but emphasise the interconnectedness of teachers’ experiences across various school-based ecological systems. To achieve this, we employed conveniently and purposefully selected semi-structured interviews with 16 participants (13 Foundation Phase teachers and 3 primary school principals). Data were analysed using an inductive-deductive approach. Firstly, a deductive coding frame was developed based on the 5 cycles of Bronfenbrenner’s ecological systems theory. Concurrently, an inductive process was used to capture emerging intricacies in the teachers’ experiences that fell outside this 1st framework. This involved a multi stage process of data immersion and generating initial codes. Finally, the codes were arranged in potential themes, and the identified themes refined to conceptualise the interconnected nature of professional growth in inclusive settings. We aimed to explore and conceptualise the ecological influences on these teachers’ practices and professional development in IE settings. This includes understanding how interaction with colleagues, leadership and the broader educational environment shaped their experiences as they navigated the complexities of inclusive practices in their classrooms. Ultimately, we highlight the importance of teacher development initiatives for the successful implementation of IE, emphasising the interconnected nature of experience and professional growth in fostering inclusive learning environments.