Pre-Service Teachers Perceptions of Inclusive Education at a University of Technology in South Africa
Currently inclusive education is one of the contemporary issues in education in both developed and developing countries, though some countries are struggling to effectively implement it. Research has demonstrated that inclusive education can only be firmly implemented if there is a proper curriculum, appropriate resources and good teacher pedagogical and knowledge skills. It is therefore imperative for teacher education to empower pre-service teachers with necessary knowledge and pedagogical skills to teach inclusively. The article focused on Bachelor of Education (B.Ed.) 3rd year student teachers’ perceptions and views regarding inclusive education curriculum implementation at a University of Technology in South Africa (UoT). A qualitative research approach was employed with a case study design. Purposive sampling was used to select 120 participants from 3rd year Bachelor of Education students from a University of technology in South Africa. Structured focus group interviews were used to collect data and data was analysed using thematic analysis.
