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An Assessment of Teacher Professional Development Interventions for the Integration of Indigenous Knowledge in Science

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  • Author(s): Nishaal Bhaw (ORCID Nishaal Bhaw (ORCID 0000-0002-6196-3682); Josef de Beer (ORCID Josef de Beer (ORCID 0000-0002-2411-6599); Jeanne Kriek (ORCID Jeanne Kriek (ORCID 0000-0001-6248-4563)
  • Language:
    English
  • Source:
    Science Education International. 2025 36(1):25-34.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
    • Peer Reviewed:
      Y
    • Source:
      10
    • Subject Terms:
      Faculty Development; Science Education; Indigenous Knowledge; Course Content; Intervention; Science Teachers; Pedagogical Content Knowledge; Science Curriculum; Portfolios (Background Materials); Educational Finance; Foreign Countries; Teacher Attitudes; Likert Scales
    • Subject Terms:
      South Africa
    • ISSN:
      1450-104X
      2077-2327
    • Abstract:
      A professional development intervention (PDI) was developed for science teachers, focusing on pedagogies to integrate indigenous knowledge (IK) into school curriculum topics. The study aimed to determine which characteristics of science PDIs were imperative to support teacher learning and influence teacher practice for IK integration in science curriculum themes. The conceptual framework encompassed pedagogical content knowledge (PCK), teacher views on the nature of indigenous knowledge (VNOIK), and Guskey's evaluation framework. The interviews with 62 teachers and the analysis of teacher portfolios, RTOP, and VNOIK revealed that a practical approach to integrating IK into the science curriculum involves providing PD opportunities. These PD opportunities enable teachers to enhance their teaching practices, fostering reflection and the practical application of acquired knowledge within their professional contexts. The study's uniqueness lies in how the PDI was conceptualized and implemented to support professional learning aimed at IK integration in science teaching.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1469331