The need for a shift in the South African educational research epistemological landscape

Up to now the traditional approach to knowledge production through research in education in South Africa has been driven by a `You'-perspective. The `You'- perspective implies the observation by a person of the reaction of other people, phenomena or contexts to some kind of manipulation. This results in describing practice and formulating theory. Reflection on own practice and ways of changing own practice to enhance teaching and learning was explored, but seldom if ever, followed up with reflective research. This article aims to illustrate the relevance of an `I'-perspective in educational research in the South African situation. In order to achieve this, the presenter will put current South African educational research practice and the knowledge needed in teaching practice into context. The presenter will further argue for and substantiate the shift from a `You'-perspective to an `I'-perspective in the research approach to teaching and learning and therefore teaching practice.