Abstract:

The purpose of this conceptual paper is to explore how preservice teachers may be equipped with inclusive leadership approaches to sustain inclusive pedagogical practices to function in transformative school environments. Society dictates an equally increased range of skills for the teacher, including skills in utilising technology, ability to engage in research, self-awareness skills and leadership skills. Faculties of education have a mandate to train their students as competent teachers and future leaders. However, exposing preservice teachers to inclusive leadership practices is long overdue in B-Ed Teacher Education programmes at Universities of Technology. In this context, preservice teacher leadership competencies may be regarded as a key competence to mitigate educational challenges they may face in schools in their teaching in the future. This article adopts the Model paper approach as its research design in that it contributes to extant knowledge by delineating and describing the concepts of inclusive leadership and inclusive pedagogical practice of pre-service teachers and the relationship to transformative learning in schools. The findings reveal that the creation of an inclusive learning environment is to ensure that preservice teachers are provided with the best possible learning opportunities through socially just practices. The recommendations include increasing the capacity of preservice teachers as future leaders to improve instruction and contribute to the effective implementation of the school curriculum.

Keywords:

B-Ed Teacher Education Programmes, Inclusive leadership, Inclusive pedagogical practices, Universities of Technology.