Pedagogical Research
Research Article
2016, 1(1), pp. 3-12

Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design

Published online: 23 Mar 2016
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Abstract

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and learning (CTL) using formal work situations, this qualitative study investigated use of Indigenous Knowledge (IK) practices as an alternative. A cultural group presented IK practices which trainees observed and participated. Pottery making, an IK practice, reflects Science knowledge which teachers sometimes shun. Audio-visual, lesson plans and interviews were also used to generate data. To intervene Cultural historical activity theory (CHAT) was used as a tool. Revelations are trainee teachers in rural schools initially viewed CTL designing as impossible. Further, trainees engaged with CTL through allowing IK to compliment modern science and were equipped with pedagogical tools.

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AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Mukwambo M. Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design. Pedagogical Research. 2016;1(1), 3-12. https://doi.org/10.20897/lectito.201611
APA 6th edition
In-text citation: (Mukwambo, 2016)
Reference: Mukwambo, M. (2016). Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design. Pedagogical Research, 1(1), 3-12. https://doi.org/10.20897/lectito.201611
Chicago
In-text citation: (Mukwambo, 2016)
Reference: Mukwambo, Muzwangowenyu. "Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design". Pedagogical Research 1 no. 1 (2016): 3-12. https://doi.org/10.20897/lectito.201611
Harvard
In-text citation: (Mukwambo, 2016)
Reference: Mukwambo, M. (2016). Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design. Pedagogical Research, 1(1), pp. 3-12. https://doi.org/10.20897/lectito.201611
MLA
In-text citation: (Mukwambo, 2016)
Reference: Mukwambo, Muzwangowenyu "Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design". Pedagogical Research, vol. 1, no. 1, 2016, pp. 3-12. https://doi.org/10.20897/lectito.201611
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Mukwambo M. Trainee teachers’ experiences using contextual teaching and learning: Implications for incorporation of indigenous knowledge in instructional design. Pedagogical Research. 2016;1(1):3-12. https://doi.org/10.20897/lectito.201611
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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