Experiences of Early-Career Teachers in Inclusive Education: Lessons Learnt in South Africa for Teacher Training Programmes

Abstract

Higher education institutions are increasingly challenged to prepare student teachers for a socially and culturally diverse learner population. Inclusive education is an international imperative but remains a contentious issue in education. Early career teachers enter the profession with passion and anticipation to transition from theory-based learning to practical implementation. However, they soon face many contextual challenges, especially in low socio-economic settings. This research investigates the experiences of early career Foundation Phase teachers in implementing learning support within low socio-economic schools. Using a qualitative, illustrative case study design grounded in social constructivist theory, data were collected from purposefully selected participants in the Western Cape through semi-structured interviews and document analysis. Thematic content analysis revealed five key themes: 1) contextual factors, 2) teacher attitudes, 3) perceived lack of skills, 4) proactivity and reflection, and 5) external support needs. The findings indicate that despite the prioritization of inclusive education, early career teachers encounter numerous challenges that impede effective learning support. Their experiences highlight the gap between theoretical training and practical application, impacting their confidence and ability to implement learning support strategies. These insights are essential for adapting teacher training programs to better prepare future educators for the practical realities, particularly in low socio-economic contexts.