The framing of course design tools for an online pre-service teacher training course to activate ESD in subject teaching
DOI:
https://doi.org/10.17159/h1rp0824Keywords:
online learning, curriculum strengthening, course design, indigenous knowledge systems, Education for Sustainable DevelopmentAbstract
AbstractFor the Fundisa for Change initiative that responds to the Department of Basic Education (DBE) curriculum strengthening imperatives, we realised that we needed a curriculum-aligned and course-supported series of subject-based teacher professional development programmes. This paper reports on the design of an online course of co-engaged lesson design research work with teachers that integrates Education for Sustainable Development (ESD), Indigenous Knowledge (IKS) and Sustainable Livelihoods as cross-cutting concerns. The course design was framed as a knowledge-mediated teacher professional development process to strengthen the Curriculum Assessment Policy Statement (CAPS) with curriculum-activated ESD. A Vygotskian action learning schema was used to inform the course, and an associated lesson design research process was designed to mediate and assess ESD lesson planning with teachers. Drawing on these conceptual tools, a 'theory of change' evaluation framework was developed to research and report the course against the Department of Basic Education curriculum strengthening policy and programme.
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