Investigating the content knowledge of teachers' continuous professional development programmes for the implementation of inclusive education in Limpopo Province

Abstract

The purpose of this study is to explore teachers‟ content knowledge within learning and continuous professional development programmes in the implementation of inclusive education. The study followed a qualitative research approach, where a case study design was adopted. Thus, about ten in-service teachers who formed part of the Short Learning Programme (SLP) offered by the University of Limpopo and sponsored by Sector Education and Training Authority (SETA) formed the sample using the non-probability sampling technique, purposive sampling. Data were collected using two methods, interviews (semi-structured interviews) and document analysis. It was then analysed using a thematic content analysis model and themes were developed. Four themes emerged from the data namely: a) Teachers‟ opinions about the content knowledge in the programmes, b) teachers‟ experiences with the SLP, c) content knowledge within the programme and d) Quality of facilitators in the programme. These findings have far-reaching implications for how learning and professional development programmes should be organised to advance the inclusive education agenda in South African schools. This calls for policymakers and teacher educators to tailor make these programmes to the needs of teachers. Therefore, two teachers have a positive disposition toward SLPs, and more of this type of learning and professional development programmes should be developed.