Mukuna, Kananga R.Ntlhare, Leetwane Anna2024-06-112024-06-112022http://hdl.handle.net/11660/12560Thesis (Ph.D.(Psychology of Education))--University of the Free State, 2022The research study focused on teachers’ professional development needs in identifying LWLB in the Foundation Phase. Teachers’ training and professional development needs for South African Foundation Phase teachers have never been inevitable. The Department reported the failure of Higher Education to produce competent, skilled Foundation Phase teachers to meet the needs of the learners in the diverse classrooms. For decades, the status and image of teaching had been viewed from the position of racial discrimination. The democratic dispensation ended unfair discrimination in the education system by adopting the Inclusive Education and Training System Policy in 2001 to improve access to quality education for vulnerable learners and those who experience learning barriers. Policies and guidelines were reformed, and teachers received training. However, the research shows that many professional development programmes have failed to improve teachers’ training. Despite reforming policies and exposing teachers to training, the training and professional development did not equip teachers with the relevant skills and knowledge of appropriate strategies to identify LWLB. It is a fact that if the teachers’ needs are fulfilled, learners’ achievement will improve. This study aimed to explore how teachers’ training and professional development can be improved in identifying LWLB in Foundation Phase schools in Motheo District, Free State. The study sought to answer the main research question: What are the training and professional development needs of Foundation Phase teachers in identifying LWLB and the implications for teacher education? An interpretivist paradigm and qualitative model were chosen to determine the views of the participants in terms of their training. Data were derived from semi-structured face-to-face and focus group interviews with Foundation Phase teachers, support teachers, and Subject Advisors in South African primary schools. Participants were purposively selected. The theoretical frameworks used constructivist and socio-constructivist learning theories. The analysis of qualitative data was conducted using thematic analysis. The research revealed that professional development does not address teachers’ needs; numerous challenges were experienced by teachers in identifying LWLB, although they had received training. The study implies that Subject Advisors ought to pay attention to the various learning theories to engage in networking activities to learn from one another. The Department of Education needs to find ways to adjust training to policy; make the training practically applicable; increase the time available for practice teaching that would allow teachers to interact with one another; and share ideas and experiences to handle challenges in identifying LWLB. Adequate and relevant resources (i.e ICT equipment), teachers' engagement during training, and learning that involves social-constructivism and constructivist theories, were suggested. The researcher proposed the use of Social Constructivism and Constructivist learning theories as strategies to develop teachers to enable them to identify LWLB in the Foundation Phase and improve the performance of such learners.enProfessional developmentbarriers to learningteacher trainingFoundation Phase teachersThesisUniversity of the Free State