
Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa
Issue: Vol.4 No.12 Special Issue Article 18 pp.219-229
DOI: https://doi.org/10.38159/ehass.202341219 | Published online 15th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa.
Keywords: Teacher Placement, Data Analytics, Inclusive Education, South Africa, Legal Framework.
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Dr. Dean Collin Langeveldt is a seasoned professional who has worked as a Senior Officer in teaching practice at Sol Plaatje University’s School of Education since 2022. He worked as a teacher from 1994 to 2021. Education law, as well as educational management and leadership, are two of his areas of expertise. His research focus is on issues of human rights in education in terms of law and policies. His MEd study focused on “teachers’ security experiences in rural schools about the legislative framework of school governing bodies” (2016), and his thesis focused on the “development of a strategy to manage teacher bullying”. He offers extensive experience and considers himself a devoted and committed person, who always strives to deliver more than anticipated. He is known for developing good relationships by being solid, yet approachable, and dedicated to being a successful and respected member of his community. Qualifications include BA, HDE, ACE, Hons (cum laude), MEd and a PhD.
Dr. Doniwen Pietersen is a Senior Lecturer who teaches and engages in research in the Philosophy of Education at Sol Plaatje University in Kimberley, South Africa. My research interests focus on the intersection between ancient Near Eastern literature, Teaching and Learning pedagogies and educational philosophies. He has published several journal articles in these areas.
Langeveldt, Dean Collin & Pietersen, Doniwen. “Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 219-229. https://doi.org/10.38159/ehass.202341219
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).