Teachers need scientific and experiential knowledge on learning support : recommendations for a teacher educator

Oswald, M. M. (2019)

CITATION: Oswald, M. M. 2019. Teachers need scientific and experiential knowledge on learning support : recommendations for a teacher educator. South African Journal of Higher Education, 33(4):237-252, doi:10.20853/33-4-2864.

The original publication is available at https://www.journals.ac.za/index.php/sajhe

Article

This paper discusses teachers’ lack of scientific (theoretical) knowledge on learning support in the classroom. This was one of the key findings of a basic exploratory qualitative study conducted in a South African secondary school. The study employed a Cultural-Historical Activity Theory (CHAT) framework. Six teachers from the school took part in the research. The results underscored their lack of scientific knowledge on learning support, confirming a perceived gap between theory and practice, contrary to CHAT’s take on the matter. The discussion highlights the value of scientific knowledge for the teacher and offers a number of recommendations for the work of the teacher educator.

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