Abstract
Place-based education has the potential to contribute positively to the training of preservice teachers regarding contextual learning. Higher education institutions in South Africa continue to struggle to understand the significance of place-based education (PBE), into the curriculum for the training of preservice teachers (PST). This conceptual paper explores the policy practices that can enable contextual learning in South African higher education by embedding PBE into preservice teacher training programs. PBE is an umbrella term for pedagogical practices prioritising experiential, community-based, and contextual learning to cultivate greater connectivity to local contexts, cultures, and environments. The purpose of PBE is to enhance engagement and achievement and to promote democratic participation within local communities thus enriching the training of PST. Guided by place-based theory and employing a conceptual research methodology, selected policy texts in the Minimum Requirements for Teacher Education Qualifications (2015) have been analyzed to highlight the significance of PBE in creating meaningful and contextually relevant learning experiences for PST. The findings indicate that PBE is significant in the training of preservice teachers as it can prepare them to create more meaningful and contextually relevant learning experiences for their future. PBE should be woven into PST modules, demonstrating how to use local context to enhance teaching and learning and to develop skills to address the unique challenges of South African classrooms.
Presenters
Emma BarnettSenior Lecturer, Faculty of Education, Sol Plaatje University, Northern Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CONTEXTUAL LEARNING, PLACE-BASED EDUCATION, PRE-SERVICE TEACHER, POLICY
