Reimagining Teacher Development for Special Schools: Voices of South African Teachers in Special Schools in Soweto

Abstract

This study set out to reimagine teacher development in South African special schools. It explored the lived experiences of teacher development in special schools in Soweto, Gauteng province. The research adopted a qualitative approach. A case study design was implemented, with participants comprising 25 teachers purposively sampled from five conveniently selected special schools in Soweto. From each school, five teachers were selected from the five phases of the Basic Education schooling system to participate in the study. Data were gathered through 25 individual face-to-face interviews and classroom observations with selected participants. Data were analysed inductively using constant comparative analysis, with data collected, transcribed, categorized, and classified into themes that emerged from the data. The study found that predominantly, teachers posted in special schools in South Africa had mainstream teacher development experiences. Primarily, there was no specific focus on training teachers for special schools. The conclusion emphasises the need to recognise the widespread challenges in special schools and their impact on the welfare of both teachers and learners. Recommendations included emphasising the inclusion of special education in teacher development, especially given the need for dedicated schools for teachers in special education. Unlike in mainstream training programmes, teachers need to be exposed to workshops that offer emotional support.