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

Nishaal Bhaw; Josef De Beer; Jeanne Kriek

Nishaal Bhaw Department of Physics, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0002-6196-3682
Josef De Beer Research Unit Self-Directed Learning, North-West University, Potchefstroom, South Africa https://orcid.org/0000-0002-2411-6599
Jeanne Kriek Department of Physics, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0001-6248-4563

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.