Samewerking in 'n voldiensskool : 'n gevallestudie
Date
2020-12
Authors
Journal Title
Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
AFRIKAANSE OPSOMMING : Die agtergrond vir die studie is die internasionale beweging in inklusiewe onderwys en die gepaardgaande verandering in onderwysbeleid op beide internasionale en nasionale vlak. Samewerking in die literatuur en beleidstukke word beskou as ʼn vereiste praktyk om inklusiewe onderwys te implementeer. Verskeie navorsingstudies en -verslae het bevind dat Suid-Afrikaanse skole dit baie moeilik vind om inklusiewe onderwys prakties toe te pas. Die belang van samewerkende strategieë asook konteks-spesifieke vorme van samewerking binne inklusiewe onderwys word beklemtoon.
Met Kultuurhistoriese Aktiwiteitsteorie (KHAT) as teoretiese raamwerk was die doel van die studie om in die formaat van ʼn kwalitatiewe gevallestudie onderwysersamewerking binne ʼn ontwikkelende voldiensskool in ʼn Kaapse voorstad te beskryf. ʼn Interpretatiewe paradigma het die navorsingsproses gerig. Vier deelnemers, ryk aan inligting, is doelgerig geïdentifiseer en genader vir vrywillige deelname. Data is ingesamel deur semi-gestruktureerde onderhoude en reflektiewe gesprekke ná afloop van waarnemingsgeleenthede. Inligting is tematies ontleed, waarna die bevindinge aangebied is.
Bevindinge het faktore wat samewerking vir onderwysers bevorder of belemmer beklemtoon. Aan die een kant is daar faktore wat samewerking vir onderwysers bevorder. Dit sluit in dat daar sekere strukture en ondersteuning vir spesifieke vlakke en vorme van samewerking bestaan wat deel van die alledaagse praktyk van die skool is; dat die deelnemers meen dat samewerking hul onderrigdoeltreffendheid verbeter; en dat individuele agentskap tesame met kollektiewe agentskap binne die unieke konteks van die skool voorkom. Aan die ander kant, is daar faktore wat samewerking vir onderwysers belemmer. Daar is ʼn gebrek aan ondersteuningspersoneel en spesialiste wat onderwysers kan help met die verdieping van hul eie leer asook met die ondersteuning van alle leerders binne die inklusiewe klaskamer. Verder word beleid (of teorie) nie noodwendig in die praktyk gerealiseer nie.
Aanbevelings sluit in ʼn heelsisteembenadering tot samewerking asook die waardevolle rol wat kundiges kan speel om hul kundigheid te gebruik om onderwysers binne inklusiewe skoolpraktyke te ondersteun.
ENGLISH SUMMARY : The background of this study is the international movement in inclusive education and the associated change in education policy at both international and national level. According to the literature and policies collaboration are seen as required practice in the implementation of inclusive education. Various research studies and reports have found that South African schools experience challenges in applying inclusive education practically. The importance of collaborative strategies and context-specific forms of collaboration within inclusive education is emphasised. With Cultural-Historical Activity Theory (CHAT) as theoretical framework and using a qualitative case study as format, the aim of this study was to describe teacher collaboration within a developing full-service school in a suburb of Cape Town. An interpretative paradigm directed the research process. Four participants, rich in information, were purposefully identified and approached for voluntary participation. The data was collected through semi-structured interviews as well as reflective conversations after observations. Data was thematically analysed, and subsequently the findings were presented. The findings emphasised factors that the teachers considered to be enabling and disabling factors for collaboration. On the one hand, there are enabling factors to support collaboration for teachers. These include that certain structures and support are in place for specific levels and forms of collaboration that forms part of everyday practice; the participants are of the opinion that collaboration improved their teaching effectiveness; and there is individual agency together with collective agency within the unique context of the school. On the other hand, there are disabling systemic factors that undermine collaboration for teachers. There is a lack of support personnel and specialists that can help teachers deepen their own learning and support all learners in the inclusive classroom; and policy (or theory) that does not realise in practice. Recommendations include a whole-system approach to collaboration and the valuable role that specialists can play in using their expertise to support teachers within inclusive school practices.
ENGLISH SUMMARY : The background of this study is the international movement in inclusive education and the associated change in education policy at both international and national level. According to the literature and policies collaboration are seen as required practice in the implementation of inclusive education. Various research studies and reports have found that South African schools experience challenges in applying inclusive education practically. The importance of collaborative strategies and context-specific forms of collaboration within inclusive education is emphasised. With Cultural-Historical Activity Theory (CHAT) as theoretical framework and using a qualitative case study as format, the aim of this study was to describe teacher collaboration within a developing full-service school in a suburb of Cape Town. An interpretative paradigm directed the research process. Four participants, rich in information, were purposefully identified and approached for voluntary participation. The data was collected through semi-structured interviews as well as reflective conversations after observations. Data was thematically analysed, and subsequently the findings were presented. The findings emphasised factors that the teachers considered to be enabling and disabling factors for collaboration. On the one hand, there are enabling factors to support collaboration for teachers. These include that certain structures and support are in place for specific levels and forms of collaboration that forms part of everyday practice; the participants are of the opinion that collaboration improved their teaching effectiveness; and there is individual agency together with collective agency within the unique context of the school. On the other hand, there are disabling systemic factors that undermine collaboration for teachers. There is a lack of support personnel and specialists that can help teachers deepen their own learning and support all learners in the inclusive classroom; and policy (or theory) that does not realise in practice. Recommendations include a whole-system approach to collaboration and the valuable role that specialists can play in using their expertise to support teachers within inclusive school practices.
Description
Thesis (MEdPsych)--Stellenbosch University, 2020.
Keywords
Inclusive education -- South Africa, Holistic education, Cooperation, Communication in education, Cognition -- Social aspects, UCTD