Abstract
This study explores the impact of podcast listening on pre-service teachers’ learning and development. By analysing students’ reflective responses to a series of podcasts, we investigate how this digital medium can foster critical reflection, active listening, and the development of teacherly becoming. The central research question guiding this study is: How can podcasting be used to create a third space to engage education students’ teacherly becoming? Drawing upon Bhabha’s (1994) notion of third space and Soja’s (1998) spatial theory, the study examines the transformative potential of podcast listening as a pedagogical tool in teacher education. Findings highlight the significance of podcasts in promoting critical thinking, reflective practice, and the cultivation of teacherly dispositions. This research contributes to understanding the role of multimodal pedagogies in contemporary teacher education and offers insights for curriculum design and pedagogical practice.
Presenters
Elzahn RinquestLecturer, Education Policy Studies, Stellenbosch University, Western Cape, South Africa Delecia Davids
Lecturer, Department Curriculum Studies, Stellenbosch University, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Podcasting, Teacher Education, Third Space, Critical Reflection, Teacherly Becoming, Multimodal
