Petra Engelbrecht
Biographic Data
| ID | 143766 |
|---|---|
| NAME | Petra Engelbrecht |
| GIVEN NAMES | Petra |
| FAMILY NAME | Engelbrecht |
| SIGNATURE | ENGELBRECHT P |
| AFFILIATIONS | North-West University |
| ORCID | 0000-0003-4128-0208 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 72 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Inclusive education in South Africa
Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
Inclusive education
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Making meaning of inclusive education
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Sustainability of international collaborative partnerships in education
The growth of international research and development partnerships in education has raised significant challenges regarding the conceptualisation, dissemination, and sustainability of international projects that transcend international borders. This article focuses on an analytical autoethnographical account of collaboration in an international project on improving the quality and relevance of the teaching practice component of initial teacher edu…
The idealism of education policies and the realities in schools
Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive educati…
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Understanding teachers’ attitudes and self-efficacy in inclusive education
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in t…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
The idealism of education policies and the realities in schools
Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive educati…
Making meaning of inclusive education
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Inclusive education in South Africa
Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Understanding teachers’ attitudes and self-efficacy in inclusive education
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in t…
South African teachers' views of collaboration within an inclusive education system
The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
The idealism of education policies and the realities in schools
Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive educati…
Sustainability of international collaborative partnerships in education
The growth of international research and development partnerships in education has raised significant challenges regarding the conceptualisation, dissemination, and sustainability of international projects that transcend international borders. This article focuses on an analytical autoethnographical account of collaboration in an international project on improving the quality and relevance of the teaching practice component of initial teacher edu…
Making meaning of inclusive education
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocul…
Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools
The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlig…
Inclusive education
Inclusive education in South Africa
Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative d…
Political science (8 works) · Pedagogy (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (7 works) · Collaborative Teaching and Inclusion (5 works) · Inclusion (mineral (5 works) · Mathematics education (5 works) · Psychology (5 works) · Social science (4 works) · Computer Science (3 works)