Full Description
Good practice in culture-rich classroomspresents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country's homogeneous education landscape in the post-apartheid era. The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areassuch as mathematics, science, languages, technology and music. This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-richclassrooms.
Contents
1. Researching good practice in culture-rich classrooms ; 2. Theoretical underpinnings of researching successful teacher education practices: Some methodological considerations ; 3. The teacher as transformative intellectual: Post-conflict pedagogy as good practice in culture-rich classrooms ; 4. Counter-narratives: Confronting stereotyping in a post-conflict society ; 5. The culture-rich mathematics class: Maximising learning opportunities ; 6. Good practice in the methodology of languages: Integrating e-learning into the language classroom ; 7. Scientific inquiry: A profile of good practice in culture-rich classrooms ; 8. Nuances of good practice in integrating ICT into teaching and learning ; 9. Classroom-based teacher resilience strategies in a secondary rural school: Sustaining good practice ; 10. Taking note of good practice in music education: Transformative learning as culture-rich experience ; 11. Good practice in technology education: Learning from the experts ; 12. Authentic learning opportunities through community interventions: Bringing praxis to practice ; 13. An autoethnographic lens on lecturer professional development
