Participatory Action Research
A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools
Bibliographic Data
| ID | 3417043 |
|---|---|
| Authors | Gladys Ayaya, Gladys Ingasia Ayaya (0000-0001-5670-1963, University of Johannesburg), Tsediso Michael Makoelle (0000-0002-1201-8289, Nazarbayev University, corresponding author), Martyn Van Der Merwe (0000-0002-2686-6705, University of Johannesburg) |
| Year | 2020 |
| Volume | 10 |
| Issue | 4 |
| Publication date | 2020-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244020963576 |
| OpenAlex | W3092026389 |
| Language | EN |
| Citations received | 9 |
| References cited | 30 |
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory action research (PAR) in enhancing teachers' inclusive teaching practices in full-service schools. This qualitative PAR study was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers' understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a full-service school context were also vague. However, the study has found that through PAR participation teachers were able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a viable change strategy of teaching toward inclusion
Action research · Citizen journalism · Geography · Mathematics education · Participatory action research · Pedagogy · Political science · Qualitative property · Qualitative research · Social science · Sociology · Thematic analysis · Collaborative Teaching and Inclusion · Computer Science · Innovative Education Methods and Tools · Psychology · Teacher Education and Leadership Studies
UN Peacekeeping, Participatory Action Research (PAR), and Tanzanian Artisanal Handicrafts
A (mis)guidance of disabled youth
Inclusiveness of teaching and learning to LGBTIQ individuals during Covid-19 and beyond
Construction of a Participatory Model of School Accompaniment to Improve School Inclusion
From technique to emancipatory practice
How informed are teacher educators in Lesotho and South Africa about the care and support for teaching and learning framework
Problematising participatory action research
Methodological Considerations in the Professional Accreditation Research
Methodologies for Research Co-creation in the Social Sciences
Research Methods in Education
Focus Group Interviews in Education and Psychology
Qualitative evaluation and research methods
The State of Inclusive Pedagogy in South Africa
Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province
Guidelines to assist the implementation of differentiated learning activities in South African secondary schools
The idealism of education policies and the realities in schools
Understanding and developing inclusive practices in schools
Inclusive pedagogy
Research to engage voices on the ground in educational development
Teacher learning and the development of inclusive practices and policies
Decolonising (through) inclusive education
Shifting geographies of social inclusion and exclusion
Developing inclusive education systems
Educational psychology and the effectiveness of inclusive education/mainstreaming
| Citations per year | 1.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |