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

M.M. Oswald


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.


Secondary teacher education, inclusive education, learning support, Cultural-Historical Activity Theory, scientific knowledge, experiential knowledge

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DOI: https://doi.org/10.20853/33-4-2864


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