WHITE TEACHERS’ DEVELOPMENT NEEDS IN INTEGRATED SCHOOL SETTINGS OF SOUTH AFRICA: AN EXPLORATORY STUDY

Gregory Alexander
Assoc. Prof. Dr. Department of Postgraduate Studies in Education, Faculty of Humanities, Central University of Technology, SOUTH AFRICA, email: galexander@cut.ac.za

Abstract
This aim of this exploratory study was to ascertain the views of White teachers’ on their development needs (N= 241) in integrated settings schools of South Africa. The recent incidences of perceived racism and various forms of oppression still persisting in South African schools, appear to be counterproductive for teaching and learning. The promotion of a conducive school culture, the maintenance of healthy human relations amongst learners and teachers; the nurturing of healthy classroom spaces; the enhancement of  constructive practices for human interaction and socialisation  should be at the forefront of integration attempts in a democratic, non-racialized and quality school system for all South African learners. Teacher’s pedagogical practices should therefore be geared towards the development of empowered, critical and confident learners who have the knowledge and skills to participate in a transformed South Africa. With the latter said in mind, White teachers’ views of their development needs are explored via a self-designed questionnaire. Findings revealed that teachers hold various understandings and views on issues relating to school integration, multicultural education, teaching, learning and the classroom environment. This study suggests that needs emerging from the data, are considered for the planning and implementation of staff development activities, in particular, historically White schools.

Keywords: White teachers, staff development, school integration, multicultural education.