Teachers’ professional development needs in supporting learners with specific learning disorders

Abstract

M.Ed. (Educational Psychology)Abstract: The purpose of this study was to explore professional development needs of teachers in supporting learners with Specific Learning Disorders. This research was set within an interpretivist paradigm and utilized the qualitative approach to conduct research on this topic. The Bio-Ecological Theory of Human Development by Bronfenbrenner (1979) was used as the theoretical framework to support the literature review and the study findings due to its relevance to the professional development of teachers in supporting learners with Specific Learning Disorders. Five teachers from a Primary School in Johannesburg took part in this research. There were three sets of data collection methods namely; individual interviews, classroom observation and document analysis. Data was analysed through means of thematic content analysis, from which four themes emerged: (1) teachers‟ understanding of professional development; (2) teachers‟ understanding of Specific Learning Disorders; (3) teachers‟ need for support and lastly (4) challenges in providing support with for sub-themes which are namely: lack of resources, overcrowding, insufficient time for support and inadequate support structures. From the research, it was found that the participants were eager and willing to receive more professional development. Teachers are in urgent need of professional development that will enable them to support learners with Specific Learning Disorders