Multimodality in science education as productive pedagogy in a PGCE programme
| dc.contributor.author | Edwards, Nazeem | |
| dc.date.accessioned | 2016-07-22T05:49:12Z | |
| dc.date.available | 2016-07-22T05:49:12Z | |
| dc.date.issued | 2015 | |
| dc.description.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. | en_ZA |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Edwards, N. (2015). Multimodality in science education as productive pedagogy in a PGCE programme. Perspectives in Education, 33(3), 159-175. | en_ZA |
| dc.identifier.issn | 0258-2236 (print) | |
| dc.identifier.uri | http://hdl.handle.net/11660/3812 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Faculty of Education, University of the Free State | en_ZA |
| dc.rights.holder | Faculty of Education, University of the Free State | en_ZA |
| dc.subject | Productive pedagogies | en_ZA |
| dc.subject | Teacher education | en_ZA |
| dc.subject | Multimodality | en_ZA |
| dc.subject | Science education | en_ZA |
| dc.title | Multimodality in science education as productive pedagogy in a PGCE programme | en_ZA |
| dc.type | Article | en_ZA |