Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design

Abstract

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and learning (CTL) using formal work situations, this qualitative study investigated use of Indigenous Knowledge (IK) practices as an alternative. A cultural group presented IK practices which trainees observed and participated. Pottery making, an IK practice, reflects Science knowledge which teachers sometimes shun. Audiovisual , lesson plans and interviews were also used to generate data. To intervene Cultural historical activity theory (CHAT) was used as a tool. Revelations are trainee teachers in rural schools initially viewed CTL designing as impossible. Further, trainees engaged with CTL through allowing IK to compliment modern science and were equipped with pedagogical tools.

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

“…The students are accustomed to finding the concept of sequences and series through identifying real problems that help them to develop problem-solving skills (Barham, 2020;Ince, 2018;Olanrewaju, 2019). With CTLbased HLT, students can build their knowledge based on what they already know (Clarke & Roche, 2018;Mukwambo, 2016). It proves that the CTL learning path can develop students' problem-solving skills through critical and creative thinking processes through providing real-world problems (Selvianiresa & Prabawanto, 2017;Suciati et al, 2019).…”

“…The ability of students to understand the material of sequences and series is very important to be developed so that they can solve problems properly. However, the facts indicate the students' problemsolving abilities are still low, especially in solving real-world problems (Ekowati, 2015;Mukwambo, 2016;Pinwanna, 2015). The majority of students still have difficulty in understanding the sequence and series material, especially in problem-solving tests (Gee, 2019;Indriani et al, 2018).…”

Design of Reading Materials based on Contextual Teaching and Learning (CTL)

“…The selection of the CTL approach is the basis for the development of teaching materials for the following reasons. First, it is easier for students to understand something that is a theoretical understanding by providing understanding through a context that is close to students (Mukwambo, 2016). Second, helping students become independent and high-achieving students (Sears, 2003).…”

Application of Contextual Teaching and Learning Using Power Point in Improving Learning Outcomes of Light Properties in Grade IV Students SDN 12 Palu

“…(2017) bahwa CTL adalah konsepsi belajar mengajar yang membantu guru menghubungkan isi mata pelajaran dengan situasi dunia nyata, dan memotivasi siswa untuk membuat hubungan antara pengetahuan dan penerapannya dalam kehidupan sehari-hari mereka. Menurut Mukwambo (2016) kurikulum menganjurkan pendekatan berpusat pada peserta didik sebagai pedagogi tepat untuk digunakan dalam proses belajar mengajar.…”