The 4IR and teacher education in South Africa:
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 ca...
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| Médium: | Online |
| Jazyk: | angličtina |
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AOSIS
2022
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| On-line přístup: | OCN: 1367233457 |
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| author | KRISHNANNAIR, ANILKUMAR Krishnannair, Syamala Olivier, Jako Tsakeni, Maria Babane, Vusiwana Constance Kadenge, Emure Luckay, Melanie Bernadette MUTEKWE, EDMORE Naidoo, Jayaluxmi Singh- Pillay, Asheena Molotsi, Abueng R. |
| author_browse | Babane, Vusiwana Constance KRISHNANNAIR, ANILKUMAR Kadenge, Emure Krishnannair, Syamala Luckay, Melanie Bernadette MUTEKWE, EDMORE Molotsi, Abueng R. Naidoo, Jayaluxmi Olivier, Jako Singh- Pillay, Asheena Tsakeni, Maria |
| author_facet | KRISHNANNAIR, ANILKUMAR Krishnannair, Syamala Olivier, Jako Tsakeni, Maria Babane, Vusiwana Constance Kadenge, Emure Luckay, Melanie Bernadette MUTEKWE, EDMORE Naidoo, Jayaluxmi Singh- Pillay, Asheena Molotsi, Abueng R. |
| author_sort | KRISHNANNAIR, ANILKUMAR |
| collection | Directory of Open Access Books |
| description | 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. |
| format | Online |
| id | doab-20.500.12854ir-94108 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | AOSIS |
| publisherStr | AOSIS |
| record_format | ojs |
| spelling | doab-20.500.12854ir-941082025-08-13T13:41:42Z The 4IR and teacher education in South Africa: KRISHNANNAIR, ANILKUMAR Krishnannair, Syamala Olivier, Jako Tsakeni, Maria Babane, Vusiwana Constance Kadenge, Emure Luckay, Melanie Bernadette MUTEKWE, EDMORE Naidoo, Jayaluxmi Singh- Pillay, Asheena Molotsi, Abueng R. Maringe, Felix Chiramba, Otilia Fortunate 4IR; education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education 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. 2022-11-22T04:05:37Z 2022-11-22T04:05:37Z 2022-11-21T14:50:42Z 2022 book OCN: 1367233457 https://library.oapen.org/handle/20.500.12657/59441 9781776342181 9781776342198 https://directory.doabooks.org/handle/20.500.12854/94108 eng Disruptions in higher education: Impact and implication open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/59441/1/BK306_Web%20PDF.pdf https://library.oapen.org/bitstream/20.500.12657/59441/1/BK306_Web%20PDF.pdf https://library.oapen.org/bitstream/20.500.12657/59441/1/BK306_Web%20PDF.pdf AOSIS 10.4102/aosis.2022.BK306 10.4102/aosis.2022.BK306 c47a1220-d848-4e78-88cd-74f293e3d4f4 9781776342181 9781776342198 234 open access |
| spellingShingle | 4IR; education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education KRISHNANNAIR, ANILKUMAR Krishnannair, Syamala Olivier, Jako Tsakeni, Maria Babane, Vusiwana Constance Kadenge, Emure Luckay, Melanie Bernadette MUTEKWE, EDMORE Naidoo, Jayaluxmi Singh- Pillay, Asheena Molotsi, Abueng R. The 4IR and teacher education in South Africa: |
| title | The 4IR and teacher education in South Africa: |
| title_full | The 4IR and teacher education in South Africa: |
| title_fullStr | The 4IR and teacher education in South Africa: |
| title_full_unstemmed | The 4IR and teacher education in South Africa: |
| title_short | The 4IR and teacher education in South Africa: |
| title_sort | 4ir and teacher education in south africa |
| topic | 4IR; education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | 4IR; education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | OCN: 1367233457 |
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