Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies

Makie Kortjass; Nosipho Mbatha

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Chapter 5 Reconciling Knowledge

Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies

In: Self-Study and Diversity III

Authors:

Makie Kortjass

Makie Kortjass
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Nosipho Mbatha

Nosipho Mbatha
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Type:: Chapter

Pages:: 79–102

DOI:: https://doi.org/10.1163/9789004505216_005

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Abstract

When entering university, most students face challenges with language and teaching methods as they differ from high school. Language has been identified as one of the barriers in accessing knowledge, and teaching methods commonly used tend to alienate students posing issues of social justice. This chapter describes two teacher educators’ collaborated attempt in an arts-based self-study approach by implementing integration and playful pedagogies at a South African university. This study aimed to use an integrated learning approach and playful pedagogy to promote teacher education knowledge reconciliation, and to learn about their roles as they facilitated the learning. The studies were conducted with preservice teachers in one Bachelor of Education (B.Ed.) class and one Post-Graduate Certificate in Education (PGCE) class in a teacher education campus. Using a sociocultural perspective as a lens, they reflect on how they employed these pedagogies considering preservice teachers’ cultural backgrounds and lived experiences. They audio-recorded lessons. Preservice teachers in the early mathematics module presented and discussed various cultural artifacts to enhance their understanding of curriculum integration and make connections between mathematics and the real world. The creative arts preservice teachers used indigenous games from their childhood to develop relevant learner activities to introduce to their learners. Overall, the authors found that using these pedagogies was beneficial and allowed them to engage with knowledge through a technique they saw as unconventional for teaching. These approaches also enabled them to facilitate the reconciliation of social and cultural knowledge into the classroom. Teacher educators may consider affirming students’ cultures to address social justice issues, breaking the barriers that often hinder students’ knowledge acquisition.

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Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education

Series: Professional Learning, Volume: 23

E-Book ISBN:: 9789004505216

Publisher:: Brill

Print Publication Date:: 03 Nov 2021

Subjects
- Education

Front Matter

List of Figures

Notes on Contributors

Chapter 1 Self-Studies in Diverse Voices for Inclusive Teacher Education

Chapter 2 Drawing on Privilege to Advance Social Justice

Chapter 3 A Tale of Becoming and Radiance

Chapter 4 Wrestling with Dilemmas, Vulnerabilities, and Hopes

Chapter 5 Reconciling Knowledge

Chapter 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education

Chapter 7 The Freedom to Be All at Once

Chapter 8 Building the Boat with Funds of Knowledge

Chapter 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education

Chapter 10 A Racialized Canadian Professor’s Self Study

Chapter 11 Navigating Shifting Waters

Back Matter

Index

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Chapter 5 Reconciling Knowledge

Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies

Abstract

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Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education

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