Pedagogical choices to integrate theory and practice: Conceptualisation and insights for literacy teacher education

Barends, Zelda Elizabeth

doi:10.4102/rw.v13i1.333

Cited by 2 publications

(2 citation statements)

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“…As a teacher educator, I introduce concepts like scaffolding as part of pre-service teachers' theory of learning, but this does little to provide them with models of pedagogic practice of what such learning pathways would look at. The gap between theory and practice is a central problem in teacher education (Barends 2022;Gravett & Ramsaroop 2015;Korthagen 2011). The purpose of this article is to explore how the Legitimation Code Theory (LCT) concepts of semantic gravity (SG) and semantic waves attempt to provide concrete ways of showing modelling interactions that reveal the learning pathways that lead to the independent mastery of the task.…”

Section: Introductionmentioning

confidence: 99%

Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Asvat

2022

Read. writ.

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Background: Research argues that parents/teachers and learners work collaboratively and this active participation in scaffolded activities builds knowledge and extends understandings. However, researchers who have explored scaffolding as a pedagogic tool do not demonstrate how this tool looks in practice.Objectives: As a teacher educator, I introduce concepts like scaffolding as part of pre-service teachers’ theory of learning. The purpose of this article is to explore how the Legitimation Code Theory (LCT) concepts of semantic gravity and semantic waves, show modelling interactions that reveal the learning pathways leading to independent mastery of the task.Method: The study was conducted in 2020, which presented a unique opportunity to watch one teacher teach three Grade 3 learners online on a one-to-one basis, providing for comparisons between them. This qualitative study represented a case-study research design and employed data analysis using a semantic gravity translation device. Convenience sampling was used when selecting the participants. A story, ‘A visit to the dentist’, was used to identify the metaphors in the text.Results: Using semantic waves, I show how the teacher works with concepts, criteria, text resources and learner understanding. The analysis exposed pathways that could now be purposefully designed.Conclusion: Further research is necessary to investigate the value of semantic waves as a means of enabling teachers to track these kinds of interaction.Contribution: The findings provide the means to demonstrating how semantic waves may assist teachers to design and operationalise learning pathways in ways that scaffolding cannot.

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Section: Introductionmentioning

confidence: 99%

Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Asvat

2022

Read. writ.

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“…ere are several challenges facing teacher education in South Africa. ese include insu cient coherence across degree programmes (Seligman & Grave , 2010;Flores, Santos, Fernandes & Pereira, 2014), super cial content knowledge (Taylor & Taylor, 2013;Taylor, 2019), inadequate preparedness for the demands of academic literacy in English (Kruss, Hoadley & Gordon, 2009;CHE 2013;Khumalo & Maphalala, 2018), and a lack of integration between content and teaching practice (Grave , 2012;Yeigh & Lynch, 2017;Barends, 2022). While various important strategies have been developed to address these challenges, they have sometimes risked side-lining more complex and abstract conceptual critical thinking skills in favour of a narrowed down notion of teacher education (Kruss et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

Carolin

Bennett

2022

Y&T

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Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing these two challenges as they relate to English and History specifically. We argue that through the use of a carefully selected historical memoir, much tighter coherence between these subjects can be articulated in ways that facilitate students' mastery of core concepts and skills across both these learning areas, as well as a richer appreciation of their implication for teaching practice. For the purposes of this article, we define curricular coherence as an experienced sense of connectedness within and across modules. Focusing on the use of Trevor Noah's memoir, Born a Crime (2016), we argue that engaging with a single historical text across multiple modules can improve curricular coherence and offer a more integrated approach to engaging with written texts and historical resources. With close reference to the Department of Higher Education and Training's Policy on the Minimum Requirements for Teacher Education Qualifications, we reflect on our experiences of integrating this memoir into an undergraduate Intermediate Phase (IP) teacher education programme at the University ofJohannesburg (UJ). We show how this memoir was integrated into four modules that form part of the second year of the degree, namely English for the Primary School, Social Sciences for the Intermediate Phase, Teaching Methodology for English, and Teaching Methodology for the Social Sciences.

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Pedagogical choices to integrate theory and practice: Conceptualisation and insights for literacy teacher education

Cited by 2 publications

References 30 publications

Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

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