Multimodality in science education as productive pedagogy in a PGCE programme

Authors

  • Nazeem Edwards Stellenbosch University

DOI:

https://doi.org/10.38140/pie.v33i3.1922

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.

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Published

2015-09-30

How to Cite

Edwards, N. (2015). Multimodality in science education as productive pedagogy in a PGCE programme. Perspectives in Education, 33(3), 159–175. https://doi.org/10.38140/pie.v33i3.1922

Issue

Section

Research articles