Self-directed learning (SDL) is a process with many benefits, which include fostering learner-centred learning. Yet, literature frequently reports discrepancies between theory and practice regarding pedagogical approaches to facilitate active, learner centred learning. The problem is that the extent, as well as the nature of the discrepancies between teachers’ and teacher educators’ understanding and knowledge of SDL and the strategies for its implementation in educational practice, remains unclear. In this article we report on research in which we analysed and compared teachers’ and teacher educators’ knowledge and understanding of SDL. High school teachers from the Northern Cape province in South Africa (n = 100) and teacher educators from a South African university (n = 9) participated. Using an online questionnaire we explored participants’ knowledge and understanding of SDL. The questionnaire was included in the first phase of a more extensive longitudinal design-based research study, which was aimed at introducing and acquainting teachers in the Northern Cape to and with the principles and process of SDL. Content analysis, underpinned by constructivist theories about knowledge, learning and meaning-making, was applied to the data. The findings and results indicate that teachers had different perceptions of SDL than teacher educators. These discrepancies limited teachers’ application of SDL in practice and confirmed gaps between teacher educators’ theoretical preparation of student teachers for SDL and teaching practice. The implication is that teacher educators need to conduct further research to develop and improve strategies to bridge the theory-practice divide and support current and future teachers to be and to become increasingly more self-directed as facilitators of learning.

https://doi.org/10.15700/saje.v45ns1a2617

ORCiD iDs of authors:
Annalie Roux – https://orcid.org/0000-0002-3595-1194
Adri Du Toit - https://orcid.org/0000-0002-3354-6830