NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082593
Record Type: Journal
Publication Date: 2015-Sep
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0258-2236
Multimodality in Science Education as Productive Pedagogy in a PGCE Programme
Edwards, Nazeem
Perspectives in Education, v33 n3 p159-175 Sep 2015
Initial teacher education programmes such as the Postgraduate Certificate in Education (PGCE) in South Africa are undergoing significant changes with the introduction of a new policy regime. This paper briefly outlines the policy changes advanced for teacher education programmes in South Africa. It examines productive pedagogies as a conceptual framework to underpin such a restructured programme. It then proposes that multiple representations can serve as a productive pedagogy of enactment in the science classroom because it engages the student with higher-order thinking skills, connects them with the world beyond the classroom in a supportive environment, and values difference by affording students multiple opportunities to develop a deep understanding of concepts. Some examples are given and the broader implications for classroom practice are discussed.
University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A