Thesis (MEd)--Universiteit van Stellenbosch, 2001. / ENGLISH ABSTRACT: Since 1994 the South African government has been committed to the transformation
of the educational system driven by the process of democratisation. Inclusive
education, as a recent initiative in education, finds its philosophical position within
the niche created by the democratic ideal of freedom. equality and justice. Both the
teacher and teacher training are key elements within the process of educational
transformation. Successful transformation in the schools and classrooms depends
upon a change of heart on the part of every teacher in the school. The establishment
of a democratic way of life in learners and the successful implementation of inclusive
education require that the whole school community, including the teachers, undergo
a paradigm shift.
The primary purpose of the study was to obtain a clear picture of the teachers'
democratic values and their attitude to inclusive education as well as the relationship
between their democratic/autocratic orientations and their attitude to inclusive
education. The study was done using mainly qualitative research, but it also had a
small quantitative component, which was limited to the data collection and data
analysis phases. The research findings may be described as follows:
• The participating teachers are still in a transitional phase on the road to the
transformation of school and classroom practice and are resisting the
renewal in education.
• Although they find the philosophic underpinnings of inclusive education
acceptable, they do not see themselves as ready for the implementation
phase.
• There is a significant correlation between the teachers' democratic/
autocratic orientations and their attitude to inclusive education.
The findings of this study have critical implications for teacher training within a
process of transformation, such as we are in at present. During an in-service training
programme teachers should be brought to the point where they can place their own
values, and attitudes under the microscope and to change them. / AFRIKAANSE OPSOMMING: Sedert 1994 is die Suid-Afrikaanse regering verbind tot die transformering van die
onderwyssisteem soos gestuur deur In proses van demokratisering. Inklusiewe
onderwys as In onlangse inisiatief in die onderwys vind 'n filosofiese staanplek binne
die nis soos deur die demokratiese ideaal van vryheid, gelykheid en regverdigheid
geskep. Beide die onderwyser en onderwyseropleiding is sleutelelemente binne 'n
proses van transformasie in die onderwys. Suksesvolle transformasie in skole en
klaskamers is afhanklik van In persoonlike harts- en wilsverandering van elke
onderwyser in die skool. Die vestiging van In demokratiese lewenswyse by leerders
en die suksesvolle implementering van inklusiewe onderwys vra dus In
paradigmaskuif van die hele skoolgemeenskap, insluitende die onderwyser.
Die doel van hierdie studie was eerstens om In duidelike beeld te verkry van
onderwysers se demokratiese waardes, hulle houding teenoor inklusiewe onderwys
en ook die verband tussen hulle demokraties/outokratiese orientasies en hulle
houding teenoor inklusiewe onderwys. Die ondersoek is gedoen aan hand van In
oorwegend kwalitatiewe studie, maar met In klein kwantitatiewe komponent wat net
in die data-insamelings- en -analisefases gefigureer het. Die navorsingsbevindinge
kan as volg aangedui word:
• Die deelnemende onderwysers bevind hulle nog in In oorgangsfase na die
transformering van die skool- en klaskamerpraktyk en bied weerstand teen
die vernuwing in die onderwys.
• Alhoewel die filosofiese begronding van inklusiewe onderwys vir hulle
aanvaarbaar is, beskou hulle hulleself nie as gereed vir die
implementeringsfase nie.
• In Beduidende verband is bevind tussen onderwysers se
demokraties/outokratiese orientasles en hulle houding teenoor inklusiewe
onderwys.
Die bevindinge van hierdie studie hou krities-belangrike implikasies in vir
onderwyseropleiding binne In proses van transformasie van die
onderwyssisteem soos tans die geval. Onderwysers behoort binne In indiens-opleidingsprogram begelei te word om eie waardes, oortuigings en houdings
onder loep te neem en te verander.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52208 |
| Date | 12 1900 |
| Creators | Oswald, Marietjie M |
| Contributors | Engelbrecht, P., Steyn, J. C., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 310 p. |
| Rights | Stellenbosch University |
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