Multimodality in science education as productive pedagogy in a PGCE programme
Initial teacher education programmes such as the Postgraduate Certificate in Education (PGCE) in South Africa are undergoing significant changes with the introduction of a new policy regime. This paper briefly outlines the policy changes advanced for teacher education programmes in South Africa. It...
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| Format: | Article |
| Language: | English |
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University of the Free State
2015-09-01
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| Series: | Perspectives in Education |
| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/1922 |
| Summary: | Initial teacher education programmes such as the Postgraduate Certificate in Education (PGCE) in South Africa are undergoing significant changes with the introduction of a new policy regime. This paper briefly outlines the policy changes advanced for teacher education programmes in South Africa. It examines productive pedagogies as a conceptual framework to underpin such a restructured programme. It then proposes that multiple representations can serve as a productive pedagogy of enactment in the science classroom because it engages the student with higher-order thinking skills, connects them with the world beyond the classroom in a supportive environment, and values difference by affording students multiple opportunities to develop a deep understanding of concepts. Some examples are given and the broader implications for classroom practice are discussed.
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| ISSN: | 0258-2236 2519-593X |