A model to revitalise teacher competence

Abstract

South African education focuses on providing equal educational opportunities for all learners by way of inclusive education. This article attempts to address teachers’ feelings of incompetence by developing a model to revitalise competence in teachers. The model is based on the teachers’ affirmation that they were unable to efficiently implement the required educational change of including all learners in their inclusive classrooms within mainstream education. A qualitative approach, within a theory-generative design, was applied in this study. The article only describes the second phase of the project, namely that of designing a model (based on the findings of phase one), with the aim of empowering teachers to work more efficiently in inclusive classrooms.