Creating capacity for change through short learning programmes for professional learning for inclusive education of teachers in South Africa

Abstract

Teachers are critical to any new initiative to take root in schools. Therefore, creating capacity through learning and professional  development is fundamental to any change in schools. With this article we analyse teachers’ experiences of taking a short learning  programme (SLP) for the implementation of inclusive education in the Limpopo province, South Africa. We used a qualitative research  methodology and adopted a case study design. Ten teachers were recruited through purposive sampling to participate in the study. The  selection criteria included teachers who had at least 10 years of teaching experience. The data collection process involved conducting  individual semi-structured interviews, and the subsequent analysis was undertaken using Luckett’s (1995) theory of modes of learning.  The findings of the study indicate that teachers articulated a need for learning and professional development programmes. They  expressed satisfaction with the SLP strategy, the knowledge acquired within the programme and appreciated the quality of facilitation  and facilitators. These findings have influential implications on how learning and professional development programmes should be  structured to advance inclusive education in South African schools.