COVID-19 Pandemic as a Catalyst for Fostering Reformed Pedagogy in Science Education

Autor/inn/en	Mavuru, Lydia; Ramaila, Sam
Titel	COVID-19 Pandemic as a Catalyst for Fostering Reformed Pedagogy in Science Education
Quelle	In: International Journal of Higher Education, 11 (2022) 4, S.91-102 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	COVID-19; Pandemics; Instruction; Science Education; Foreign Countries; Teaching Experience; Science Teachers; Socioeconomic Status; Resource Allocation; Educational Environment; Social Justice; Graduate Study; Graduate Students; South Africa + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; Naturwissenschaftliche Bildung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Socio-economic status; Sozioökonomischer Status; Ressourcenallokation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study adopted a phenomenological design located within the critical paradigm. The empirical investigation involved 21 purposively selected in-service science teachers enrolled for postgraduate studies in science education at a South African university. Critical theory was adopted as a theoretical lens to provide insightful elucidation into how science teachers negotiated and transformed their pedagogical practices in response to the formidable challenges posed by COVID-19 pandemic. The COVID-19 pandemic critically exposed socio-economic disparities in science teaching and learning within the broader South African context. Under-resourced schools represented inappropriate educational entities which rendered encouragement of critical thinking and promotion of innovative pedagogical practices extremely difficult to realize. Science teachers at under-resourced schools were largely left to their own devices when navigating formidable challenges posed by the prevalence of COVID-19 pandemic. This dilemma represents a structural problem that ought to be addressed as a matter of priority in order to ensure social justice in terms of the creation of conducive teaching and learning environments at under-resourced schools in particular. Meaningful transformation of pedagogy remains an arduous task in the face of fundamental challenges afflicting teacher professional growth and its ramifications. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01