The study was aimed at exploring innovative pedagogical practices by firstly gaining insights in the current pedagogical and assessment practices in the Faculty of Education at the UWC. By working in a socio-constructivist paradigm, the study also aimed at conceptually unpacking "innovative pedagogical practices" in the light of expectancies for online and blended tuition in beginner teacher development programmes. An underpinning driver for the study was to inform suggestions towards appropriate pedagogies that link social justice/socially just pedagogy to the concept of culturally responsive pedagogy. This is to embed social justice issues within the knowledge, skills, and dispositions of teacher education programmes.
Findings that emanated from the survey and semi-structured interviews, provided departmental specific pedagogical profiles and overviews of current assessment practices. The survey data offered scope for a gap analysis and the visual presentation of the findings. Pedagogical practice was mostly characterised by discussion, lecture and explanations, narration of concepts, whereas action-oriented activities, critical analysis, inquiry-based investigations, observation and problem-based strategies were not prominent. The study confirmed the need for a focus shift from technology per se, to technology as supporting tool for the enhancement of pedagogy and assessment practices. Prominent recommendations were made to inform a change strategy towards the enhancement of practices in beginner teacher development programmes.

Authors:
Rajendran Govender, University of the Western Cape, South Africa

About the Presenter(s)
Professor Rajendran Govender is a University Professor/Principal Lecturer at University of the Western Cape in South Africa

See this presentation on the full schedule – Thursday Schedule

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