Using real-worldness and cultural difference to enhance student learning in a Foundation Phase Life Skills module

Abstract

Our aim was to explore how real-world experience, inclusive of engagement with cultural differences, influences the quality of students' learning in a Life Skills module in pre-service Foundation Phase teacher education. The study was conducted with 147 students in their final year of the Bachelor of Education (Foundation Phase specialisation), at the University of the Free State. A case study design was employed to collect qualitative data by means of focus group discussions, open-ended questionnaires, and face-to-face semi-structured interviews. The findings of the study suggest that the use of the real world, as a context for authentic learning, enables meaning making, where students gain first-hand experience that allows them to engage with the complexities of preparing to teach in the Foundation Phase.

Keywords

• difference
• Foundation Phase
• learning
• life skills
• meaning
• real-worldness