Inclusive Education Strategies for Knowledge Development of Teachers Enrolled in the Advanced Vocational and Training Education Program

Abstract

Diversity and inclusivity in the modern-day classroom is important as students coming from different backgrounds are bringing a variety of learning experiences, knowledge values, abilities, and skills to each course. This study looked into inclusive education strategies that can be used in in the teaching and learning space by teachers who are enrolled in the advanced diploma program in Technical and Vocational Teaching (TVT). A quantitative research approach was used to bolster the interpretative research paradigm. With this approach, data collections method such as closed-ended questionnaires and semi-structured interviews were used to collect relevant data. In terms of sampling, 45 teachers were purposefully sampled among teachers enrolled in three South African universities. This study discovered that teachers had an alarming low level of awareness on how to teach in a diverse classroom. They somehow had linear effective pedagogical know how into dealing with a diverse class with multicultural and varied range age groups. This study in on recommendation that teachers pedagogical capital be further developed to boost their willingness to teach in inclusive classrooms.