Abstract
D.Ed.
This inquiry focused on the inclusion of the psycho-biology of learning in teachers
activities in school practice. The research question addressed a sample of teachers
personal interpretation of the effect of an in-service programme on their practice. The
programme consisted of a study of aspects of the biology of learning and how to convert
these to instruction. The main claim or thesis of the study was that an inclusive model of
education would be incomplete without a psycho-physiological view of learning. After a
comprehensive literature review, a field study was launched making use of the following
methods: focus group interviews, personal sketches and individual interviews. The data
was collated and interpreted per data category and especially as a configuration. Findings
from the field study were used to illuminate the thesis or claim that founded the study.