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Envisioning Inclusive and Open Educational Practices through Teacher Education: A Constructivist Inquiry in South Africa schools
Abstract
This theoretical paper discussed the potential of social cognitive learning theory as an effective tool to re-enact inclusive education in South African schools. The paper is based on envisioning envisioning inclusive and open educational practices through teacher education in South Africa. The paper responded to the fundamental objectives of the theory of social constructivism. It analysed and interpreted the assumptions (tenets) of the theory in line with how they could be used to respond to inclusive teacher training and open education practices. The accuracy of social constructivism using observations and literature to justify inclusive and open education in South African schools. The paper examined the background of the theory of social constructivism and its ability to provide a means of unveiling inclusive education practices. The paper used conceptual and theoretical review as methodology. Among other strategies employed for the study, teacher training curricula should be redesigned to incorporate collaborative learning techniques, such as peer teaching, problem-based learning, and cooperative group work, reflecting the principles of social constructivism. The study indicated that teacher training can be improved to better improve inclusive and open education practices in South Africa, which is useful for educators, policymakers and researchers interested in promoting inclusive education in South Africa and beyond Africa.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 7077
Country
South Africa
Region
Africa
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Adobe PDF, 254.18 KB
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Date
2025-09
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)