Pre-service teacher development : a model to develop critical media literacy through computer game play
- Authors: Amory, Alan
- Date: 2011
- Subjects: Pre-service teachers , Computer games , Cultural historical activity theory , Tool mediation , Critical media literacy
- Type: Article
- Identifier: uj:5740 , ISSN 1947-9417 , http://hdl.handle.net/10210/6754
- Description: The primary objective of this study was to investigate the use of game-mediate learning with pre-service teachers, with the view to evaluating the use of a socially mediated knowledge construction to develop appropriate classroom pedagogical practices. Two instrumental case studies are presented in order to explore how pre-service teachers understand the use of computer games in teaching and learning. These cases are part of a collective case study to advance the theory of the use of video games in learning and teaching. Different groups of pre-service teachers participated in the study. The first group included third-year undergraduate education students who played a computer game on the biology of diseases. The second group of participants, postgraduate students reading for their teaching qualification, played computer games designed to address misconceptions related to genetics. The introduction of game puzzles into a learning activity acted as an explicit mediator of learning, and discussions between players implicitly mediated their understanding. Therefore, in a learning context it is argued that computer games as part of a lesson should never be the object of the activity, but should function as a tool that mediates learning outcomes. This approach can be used with any contemporary media that form part of a classroom lesson, to develop critical media literacy.
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Pre-service teachers’ conceptualisation of the integration and progression of life sciences concepts from grade 10 to 12
- Authors: Mavuru, Lydia
- Date: 2018
- Subjects: Integration , Progression , Pre-service teachers
- Language: English
- Type: Conference proceeding
- Identifier: http://ujcontent.uj.ac.za8080/10210/372303 , http://hdl.handle.net/10210/291215 , uj:31620 , Citation: Mavuru, L. 2018. Pre-service teachers’ conceptualisation of the integration and progression of life sciences concepts from grade 10 to 12.
- Description: Abstract: When scientific concepts are learned as discrete science concepts learners fail to know how the concepts are related to each other. Learner conceptual understanding is enhanced when teachers develop a sense of continuity and coherency in learners as they teach one topic to another. After realising that pre-service teachers compartmentalise concepts and fail to show relationships between concepts as evidenced from their failure to teach the concepts accordingly, the researcher tasked 115 pre-service Life Sciences teachers to conceptualise and articulate the integration and progression of Life Sciences concepts from Grade 10-12 in groups of six. The study investigated how pre-service teachers articulated the way they conceptualised this integration and progression. Thematic analysis of the responses, from the 10 groups who selected the topic Cells, showed that pre-service teachers could articulate the integration and progression of concepts from Grade 10 - 12 to a certain extent. It was evident that they needed to acquire a deeper understanding of Life Sciences concepts in order to explicitly interconnect them. The study informs teacher professional development programmes of strategies that engage teachers in activities that stimulate them to identify areas for development.
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The pedagogical orientations of pre-service South African physical sciences teachers
- Authors: Sondlo, Aviwe , Ramnarain, Umesh
- Date: 2018
- Subjects: Pedagogical Orientations , Pedagogical Content Knowledge , Pre-service teachers
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/293240 , uj:31882 , Citation: Sondlo, A. & Ramnarain, U. 2018. The pedagogical orientations of pre-service South African physical sciences teachers.
- Description: Abstract: To teach science successfully, teachers need to have not only good content knowledge but also knowledge of how to translate this into appropriate teaching approaches for specific topics and for a particular group of learners. The study investigated the pedagogical orientations of South African physical sciences pre-service teachers. A key dimension in science teaching is pedagogical orientation. The term ‘orientation’ refers to teachers’ knowledge and beliefs for teaching science. A quantitative survey approach was applied in this study. Pre-service teacher’s pedagogy preferences were measured using a questionnaire instrument comprising of items that portrayed actual teaching scenarios for particular physical sciences topics. Each item provided four alternative teaching method options, and students were required to select the option they considered to be most appropriate and the most inappropriate. Each option corresponded with a particular pedagogical orientation that was based on a framework developed by a team of researchers at Western Michigan University. The pre-service teachers were also required to justify each choice. Based on the pedagogical orientation choices made, the instrument yielded quantitative data that was analysed descriptively in order to establish the preferred pedagogical orientations of the pre-service teachers. The results of the analysis revealed that pre-service teachers exhibited a strong preference for learner-centred teaching approaches that aligned with guided inquiry and open discovery pedagogical orientations, while a much smaller group of students preferred the teacher-centred direct didactic and direct interactive orientations.
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Pre-service teachers' perception of values education in the South African physical education curriculum
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407684 , uj:34326 , Citation: Roux, C.J., Dasoo, N. 2020: Pre-service teachers' perception of values education in the South African physical education curriculum. DOI: https://doi.org/10.4102/sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
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Pre-service teachers’ perception of values education in the South African physical education curriculum
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412144 , uj:34668 , Citation: Roux, C.J. & Dasoo, N., 2020, ‘Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. https://doi.org/10.4102/sajce.v10i1.717
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text: false
Pre-service teachers’ perception of values education in the South African physical education curriculum
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/410528 , uj:34455 , Citation: Roux, C.J., Dasoo, N., 2020. Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. DOI: https://doi.org/10.4102/ sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing roleplay, games and modelling as the main strategies to infuse values in their physical education lessons.
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Assessing pre-service teachers’ reception and attitudes towards virtual laboratory experiments in Life Sciences
- Authors: Penn, Mafor
- Date: 2021
- Subjects: Life Science , Attitudes , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483638 , uj:43901 , Citation: Penn, M. 2021. Assessing pre-service teachers’ reception and attitudes towards virtual laboratory experiments in Life Sciences.
- Description: Abstract: Please refer to full text to view abstract.
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Pre-service teachers’ preparedness and confidence in teaching life sciences topics: What do they lack?
- Authors: Mavuru, Lydia , Pila, Oniccah Koketso
- Date: 2021
- Subjects: Teacher confidence , Life Sciences , Pre-service teachers
- Language: English
- Type: Book chapter
- Identifier: http://hdl.handle.net/10210/486835 , uj:44295 , ISSN: 2184-1489 , DOI: https://doi.org/10.36315/2021end023 , Citation: Mavuru, L.; Pila, O. K.; 2021. Pre-service teachers’ preparedness and confidence in teaching life sciences topics: What do they lack? pp1-5. https://doi.org/10.36315/2021end023
- Description: Abstract: Please refer to full text to view abstract.
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