Decolonising Teacher Professional Development for Inclusive Education in South Africa: Challenges and Opportunities

Abstract Decolonising education is a crucial discourse in South Africa, yet Teacher Professional Development often remains rooted in Western approaches, limiting its effectiveness in promoting inclusive education. This study critically examines the integration (or lack thereof) of decolonial perspectives in South African teacher training programs, to explore how these programs can better equip educators for diverse classrooms through indigenous knowledge systems and African pedagogies. Adopting a qualitative meta-synthesis approach, the study systematically reviews and synthesises findings from existing qualitative research, policy documents, and reports published between 2009 and 2024. Key findings reveal systemic barriers such as inflexible policies, Eurocentric assessment methods, institutional resistance, and resource scarcity, all of which hinder the decolonisation of teacher training. The significance of this research lies in its actionable recommendations: integrating decolonial principles into Teacher Professional Development frameworks, embedding indigenous knowledge systems within university curricula, and developing context-specific resources to foster culturally sensitive teaching. Ultimately, the study advocates for an equitable knowledge economy that empowers both teachers and students, contributing to the broader discourse on inclusive and decolonised education in South Africa.