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

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.

Author Biography

M.M. Oswald, Stellenbosch University
Currently I am an extraordinary senior lecturer attached to the DEpartment of Educational Psychology, Faculty of Education, Stellenbosch University. I am interested in teacher education, inclusive education, learning support, cultural-historical activity theory, life skills education and career development. Educational psychology and support offers the theoretical context from which to pursue these interests.

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Published
2019-10-14
How to Cite
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), 237-52. https://doi.org/10.20853/33-4-2864.
Section
General Articles