South African Journal of Childhood Education 4(1):a182 Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2014
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
20 p.
Subject
Early childhood education, Primary education, Foundation Phase, Grade R, Teaching, Curriculum, Policy, Knowledge mix, Knowledge types, Teacher education, Conceptual design, Diploma in grade R teaching, Collaboration, South Africa
Tags
Abstract
From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.
Description
Article
Number of Copies
1
