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

dc.contributor.authorOswald, M. M.en_ZA
dc.date.accessioned2019-10-15T07:56:48Z
dc.date.available2019-10-15T07:56:48Z
dc.date.issued2019
dc.identifier.citationOswald, 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:10.20853/33-4-2864en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.otherdoi:10.20853/33-4-2864
dc.identifier.urihttp://hdl.handle.net/10019.1/106642
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available at https://www.journals.ac.za/index.php/sajheen_ZA
dc.description.abstractThis 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.en_ZA
dc.description.urihttps://www.journals.ac.za/index.php/sajhe/article/view/2864
dc.format.extent16 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.subjectTeachers -- Training of -- South Africaen_ZA
dc.subjectLearner support -- South Africaen_ZA
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectCultural-Historical Activity Theory (CHAT)en_ZA
dc.subjectHigh school teaching -- South Africaen_ZA
dc.titleTeachers need scientific and experiential knowledge on learning support : recommendations for a teacher educatoren_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthor retains copyrighten_ZA


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