SAJCE 

South African Journal of Childhood Education 5(3):a284 

As a Foundation Phase (FP) and inclusive education (IE) lecturer I am responsible for preparing teacher education students for the diversity in classrooms in low socio-economic environments, where teachers have very little professional help in the form of health professionals and remedial and support teachers. This qualitative study explored how collegial teaming amongst pre- and in-service FP teachers can promote the practice of IE. Photovoice technology was used to explore teachers’ challenges in mainstream classrooms and to investigate how teaming can promote IE practices. Participants included five practising in-service mentor teachers and five fourth-year preservice teachers from the local university. The findings have implications for an IE conception of quality, academic rigour and depth in initial teacher education focusing on school-based learning and teaching experiences. This study, with its ‘research as intervention’ approach, enabled collegial teams to make their voices heard and to reflect critically on what it is that they can do to contribute to promoting the practice of IE. 

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