ABSTRACT

Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated in a project during work integrated learning using Harry Shier’s Pathways to Participation model in support of a participatory pedagogy. After the first session of work integrated learning, student teachers participated in focus group interviews guided by open-ended questions on their experiences using Shier’s model. Findings reveal that whilst student teachers were open to listening to children’s voices, they did not have the necessary opportunities in their training to listen to children. Students were restricted to the confines of a Grade R class dominated by mentor teachers who adopted a transmissive pedagogy. Student teachers also noted that children were not accustomed to having their voices heard and making decisions.

摘要

为学生教师实施参与式教学法提供支持对于理解倾听儿童声音并使他们参与决策的重要性至关重要。在南非西开普省的一所当地大学，10 名就读于接收年模块的教育学士课程的最后一年预科阶段学生教师使用 Harry Shier 的参与途径模型在工作综合学习期间参与了一个项目，以支持参与式教学法。在第一节工作整合学习之后，学生教师参加了焦点小组访谈，这些访谈由开放式问题引导，以了解他们使用 Shier 模型的经验。调查结果表明，虽然学生教师愿意倾听孩子们的声音，他们在训练中没有必要的机会来倾听孩子的心声。学生被限制在 R 级班级的范围内，由采用传播式教学法的导师主导。学生教师还指出，孩子们不习惯让他们的声音被听到并做出决定。