Multimodality in science education as productive pedagogy in a PGCE programme
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Date
2015
Authors
Edwards, Nazeem
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
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.
Description
Keywords
Productive pedagogies, Teacher education, Multimodality, Science education
Citation
Edwards, N. (2015). Multimodality in science education as productive pedagogy in a PGCE programme. Perspectives in Education, 33(3), 159-175.