Foundation Phase Teachers’ Point of Views Towards Using Social-Constructivism Learning Theory in Professional Development
The study offers the findings from the Foundation Phase teachers’ interviews assessing the effectiveness of social constructivism learning theory as a teaching method for educating teachers to identify learners with learning barriers in various classroom contexts. South African education officials need to consider which teaching practices have the potential to impact teacher professional development and ultimately improve learners’ outcomes. As the nation transitions to inclusive education, South African teachers have the challenge of not meeting the different needs of learners individually and helping them realise their full potential. An extensive body of work discusses the significance of social constructivism learning theory as the essential instrument to end the circumstance. This research had a quantitative focus. A study of twenty (n = 20) female primary school teachers in the Motheo District of South Africa who were instructing foundation phase learners participated in investigating teachers’ opinions of applying social constructivism learning theory during professional development. Purposively, participants were chosen. Four rural elementary schools were used for the investigation. A questionnaire was used to gather the data. Based on participant responses, it was discovered that social constructivism learning theory may be applied as a teaching and learning technique for teacher professional development, empowering them to identify learners with learning barriers in a range of classroom contexts.