TY  - BOOK
AU  - Tsediso M.,Makoelle
TI  - Inclusive Teaching in South Africa
SN  - 9781928355038
AV  - LB1564.S65 .M35 2016
PY  - 2016///
CY  - [Place of publication not identified]
PB  - AFRICAN SUN MeDIA
KW  - Curriculum planning
KW  - South Africa
KW  - EDUCATION / Educational Psychology
KW  - Electronic books
N1  - Intro -- CONTENTS -- Preface -- Introduction -- Acknowledgements -- About the authors and the editor -- Executive summary -- SECTION A: Setting the tone and providing context -- 1. Defining inclusive education, inclusive teaching and inclusive classrooms -- Introduction -- Defining inclusive education in South Africa -- Inclusive teaching -- Challenges facing inclusive education in South Africa -- The inclusive classroom -- Bronfenbrenner and inclusive education in South Africa: the ecological approach -- Conclusion; 2. Training needs of aspirant teachers for the practice of inclusive pedagogy in schools -- Introduction -- Theoretical framework -- The role of the teacher in curriculum development -- Inclusive research in teacher education -- Methodology -- Findings -- Discussion -- Conclusion and recommendation -- SECTION B: Developing an inclusive teaching strategy and describing an inclusive teacher -- 3. Developing an inclusive strategy for inclusive teaching and learning in a diverse classroom -- Introduction -- Conceptualising curriculum development -- Micro curriculum development process -- Context; Methodology -- Findings -- Discussion -- Conclusion and recommendations -- 4. Inclusive pedagogy: Teacher practices acting as a barrier to inclusion -- Introduction -- Theoretical framework -- Teacher practices and inclusion -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion -- SECTION C: Knowing how to make teaching and learning inclusive -- 5. Who is an inclusive teacher? Analysis of teacher inclusivity in the South African school context -- Introduction and background -- Theoretical framework -- Inclusive pedagogy -- Context of the study -- Methodology; Findings -- Discussion of findings -- Recommendations and conclusion -- 6. Dialogical inclusion and exclusion: An analysis of hidden classroom conversations -- Introduction and background -- Problem statement -- Developing a theoretical roadmap -- Dialogue: A conceptual framework -- Research methodology -- Findings -- Discussion and recommendations -- Conclusion -- 7. Peer tutoring as a mentoring tool for inclusive learning -- Introduction -- Conceptualising peer tutoring -- Understanding mentoring for learning -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion; 8. Invitational dispositions: A key to inclusion in the Foundation Phase -- Foundation Phase teacher education -- Teacher agency -- Dispositions in the development of inclusive teachers -- Adjusting dispositions through teacher reflection -- Methodology -- Findings -- Conclusion -- SECTION D: Exploring the role and function of stakeholders in enhancing inclusive pedagogy -- 9. Inclusive pedagogy and the role of parents: A South African perspective -- Introduction and background -- Inclusive education in South Africa -- The role of parents in schools -- Methodology -- Findings
UR  - https://www.jstor.org/stable/10.2307/j.ctv1nzfxs4
ER  -