Good practice in culture-rich classrooms: Research-informed perspectives presents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country's homogeneous education landscape in the post-apartheid era. The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areas such as mathematics, science, languages, technology and music. This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-rich
classrooms.

Good practice in culture-rich classrooms: Research-informed perspectives presents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country's homogeneous education landscape in the post-apartheid era. The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areas such as mathematics, science, languages, technology and music. This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-rich
classrooms.

Features

  • Autoethnographies give accounts of the personal transformations that were critical antecedents to the creation of a climate of inclusivity and multiplicity and the development of a culturally relevant pedagogy.

1Researching good practice in culture-rich classrooms
2Theoretical underpinnings of researching successful teacher education practices: Some methodological considerations
3The teacher as transformative intellectual: Post-conflict pedagogy as good practice in culture-rich classrooms
4Counter-narratives: Confronting stereotyping in a post-conflict society
5The culture-rich mathematics class: Maximising learning opportunities
6Good practice in the methodology of languages: Integrating e-learning into the language classroom
7Scientific inquiry: A profile of good practice in culture-rich classrooms
8Nuances of good practice in integrating ICT into teaching and learning
9Classroom-based teacher resilience strategies in a secondary rural school: Sustaining good practice
10Taking note of good practice in music education: Transformative learning as culture-rich experience
11Good practice in technology education: Learning from the experts
12Authentic learning opportunities through community interventions: Bringing praxis to practice
13An autoethnographic lens on lecturer professional development
Undergraduate taking teacher professionalism courses from first year. In-service teachers; principals, district officials, policymakers and other stakeholders in education, researchers working in the field of teacher professionalism.
  • Good practice in culture-rich classrooms



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