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dc.contributor.authorEdwards, Nazeem
dc.date.accessioned2016-07-22T05:49:12Z
dc.date.available2016-07-22T05:49:12Z
dc.date.issued2015
dc.identifier.citationEdwards, N. (2015). Multimodality in science education as productive pedagogy in a PGCE programme. Perspectives in Education, 33(3), 159-175.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3812
dc.description.abstractInitial 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectProductive pedagogiesen_ZA
dc.subjectTeacher educationen_ZA
dc.subjectMultimodalityen_ZA
dc.subjectScience educationen_ZA
dc.titleMultimodality in science education as productive pedagogy in a PGCE programmeen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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