Inclusive Teaching Strategies: Insights From Student Teachers’ Experiences in South African Rural Schools

Abstract

This study examines the inclusive teaching strategies employed by student-teachers during their teaching practices in South African rural schools. The study was grounded in a qualitative research approach, employing an interpretive research paradigm to explore diverse insights from the student-teachers’ experiences during teaching practice in South African rural schools. The study utilised the Learner Integration Wheel (LIW) theory of practice as its lens to frame all the insights from the student teachers. It employed a convenience sampling method to select eight participants from two rural schools (four from each school). Data was collected through focus group discussions and a reflective writing activity, which was thematically analysed. Findings from two themes that emerged from the collected data revealed that negative experiences included the unavailability of resources, lack of inclusive training, poor school support, and lack of parental involvement. The study concludes that student-teachers must be exposed to diverse and inclusive teaching strategies to accommodate the diverse learning needs of students in the classroom.