Interactive Pedagogy Elevating Learners as Producers of Knowledge in the isiZulu Classroom

Autor/in	Ntshangase, Sicelo Ziphozonke
Titel	Interactive Pedagogy Elevating Learners as Producers of Knowledge in the isiZulu Classroom
Quelle	In: South African Journal of Education, 42 (2022) 2, Artikel 2095 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ntshangase, Sicelo Ziphozonke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Teaching Methods; Instructional Innovation; Transformative Learning; Language Teachers; African Languages; Interaction; Authentic Learning; Student Teachers; Instructional Design; Brainstorming; Discussion (Teaching Technique); Music; Singing; Role Playing; Interviews; Story Telling; Drama; South Africa + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Pädagogische Transformation; Language teacher; Sprachunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Interaktion; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lesson concept; Lessonplan; Unterrichtsentwurf; Musik; Gesang; Rollenspiel; Interviewing; Interviewtechnik; Schauspiel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The modern era demands a radical pedagogical shift and a complete overhaul of traditional teaching methods that flaunt teachers as the sole producers of knowledge and learners as impetuous consumers of knowledge. In this article I propose interactive teaching methods and strategies as the pedagogical approach to be advocated by 21st-century isiZulu teachers so that learners are empowered on all cognitive levels as producers of knowledge. This pedagogical shift in the isiZulu classroom has the power to revoke the historical debt of the marginalisation of indigenous African languages, which native speakers of these languages inherited from the apartheid education system of South Africa. Used as the guiding theoretical framework, the transformative learning theory is set to challenge the status quo and disrupt the current instructional classroom practice that is regressive to change demanded by the Fourth Industrial Revolution. The participatory action research methodology, reflecting the encounters with student teachers at a teacher education institution in South Africa, provides a critical analysis of how interactive teaching methods and strategies can be used in an authentic classroom environment. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01