Enabling Environments That South African Teachers Create to Accommodate Diversity in Their Classrooms: A Case Study on the Limpopo Province

Autor/inn/en	Mabasa-Manganyi, R. B.; Mamabolo, J. M.; Sepadi, M. D.; Kgopa, F.; Ndlhovu, S. M.; Themane, M.
Titel	Enabling Environments That South African Teachers Create to Accommodate Diversity in Their Classrooms: A Case Study on the Limpopo Province
Quelle	In: South African Journal of Education, 42 (2022) 4, Artikel 2077 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mabasa-Manganyi, R. B.) ORCID (Mamabolo, J. M.) ORCID (Sepadi, M. D.) ORCID (Kgopa, F.) ORCID (Ndlhovu, S. M.) ORCID (Themane, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Classroom Environment; Diversity; Elementary School Teachers; Pedagogical Content Knowledge; Educational Policy; Educational Legislation; Guidelines; Models; Students with Disabilities; Individualized Instruction; Academic Accommodations (Disabilities); South Africa + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Richtlinien; Analogiemodell; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualisierender Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01