Exploring collaboration between mainstream and learning support teachers

Abstract

AbstractResearchers have proven the potential of collaboration in a group context to provide learning support in and for schools. However, collaboration between mainstream and learning support teachers in South African schools remains relatively unexplored. This article focus on collaboration between mainstream and learning support teachers in primary schools to provide learning support to pupils who struggle with literacy and numeracy. Forty-one (41) learning support teachers in the West Coast education district in the Western Cape Province, South Africa, were purposefully selected and 165 mainstream primary school teachers were systematically selected. Questionnaires were designed for learning support and mainstream teachers, respectively. Analysis of the questionnaires was followed by semi-structured focus group interviews. The results indicate that the majority of mainstream and learning support teachers do not fully collaborate to provide of learning support in mainstream primary schools. Several con...