Teachers need scientific and experiential knowledge on learning support : recommendations for a teacher educator
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
HESA
Abstract
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.
Description
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
The original publication is available at https://www.journals.ac.za/index.php/sajhe
Keywords
Teachers -- Training of -- South Africa, Learner support -- South Africa, Inclusive education -- South Africa, Cultural-Historical Activity Theory (CHAT), High school teaching -- South Africa
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