Edwards, Nazeem2016-07-222016-07-222015Edwards, N. (2015). Multimodality in science education as productive pedagogy in a PGCE programme. Perspectives in Education, 33(3), 159-175.0258-2236 (print)http://hdl.handle.net/11660/3812Initial 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.enProductive pedagogiesTeacher educationMultimodalityScience educationArticleFaculty of Education, University of the Free State