Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design

Muzwangowenyu Mukwambo 1 *

Pedagogical Research, Volume 1, Issue 1, pp. 3-12.

https://doi.org/10.20897/lectito.201611

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Abstract

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and learning (CTL) using formal work situations, this qualitative study investigated use of Indigenous Knowledge (IK) practices as an alternative. A cultural group presented IK practices which trainees observed and participated. Pottery making, an IK practice, reflects Science knowledge which teachers sometimes shun. Audio-visual, lesson plans and interviews were also used to generate data. To intervene Cultural historical activity theory (CHAT) was used as a tool. Revelations are trainee teachers in rural schools initially viewed CTL designing as impossible. Further, trainees engaged with CTL through allowing IK to compliment modern science and were equipped with pedagogical tools.

Keywords

practices, indigenous knowledge, CTL

Citation

Mukwambo M. Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design. Pedagogical Research. 2016;1(1):3-12. https://doi.org/10.20897/lectito.201611

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