Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys

Abstract

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.