The 4IR and teacher education in South Africa: Contemporary discourses and empirical evidence

Volume editor

Felix Maringe

Volume editor

Otilia F Chiramba

Synopsis

The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived.

Chapters

Chapter 1
The emerging discourse of the 4IR: Theoretical and conceptual overview in the context of teacher education in South Africa

Felix Maringe, Otilia F Chiramba
Chapter 2
The 4IR and the practice of social justice mathematics viewed through the lens of habitus and field

Anilkumar Krishnannair, Syamala Krishnannair
Chapter 3
Preparing education students for self-directed multimodal learning for the 4IR

Jako Olivier
Chapter 4
Transforming teacher education in the context of the 4IR through the Internet of Things and social presence

Maria Tsakeni, Abueng R Molotsi
Chapter 5
Teacher efficacy in the 4IR: Telling stories digitally

Vusiwana C Babane
Chapter 6
Re-imagining teacher professional development for the future South African public schooling context

Emure Kadenge
Chapter 7
Pre-service teachers’ technological literacy: How ready are teacher education programmes for the 4IR?

Melanie B Luckay
Chapter 8
Transforming teacher preparation for science practical work in the context of 4IR through computational thinking

Maria Tsakeni
Chapter 9
Transforming the school curriculum and pedagogy through integrating social media technology in the context of the 4IR

Edmore Mutekwe
Chapter 10
Exploring pedagogy within teacher education: Embracing the 4IR

Jayaluxmi Naidoo, Asheena Singh-Pillay
Chapter 11
The 4IR and teacher education in South Africa: Prospects for new imaginaries

Felix Maringe, Otilia F Chiramba

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Disruptions in higher education: Impact and implication

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ISBN-13 (15)

978-1-77634-220-4

Publication date (01)

2022

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978-1-77634-218-1

Publication date (01)

2022

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Details about the available publication format: KINDLE Edition

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ISBN-13 (15)

978-1-77634-219-8

Publication date (01)

2022

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ISBN-13 (15)

978-1-77634-219-8

Publication date (01)

2022