Email the author Utilising LEGO® Six Bricks® to Enhance the Pedagogy of Pre-Service Teachers in South Africa
Abstract
This study explores the potential of LEGO® Six Bricks®, a manipulative educational tool, to enhance the pedagogical skills of third-year pre-service teachers in South Africa. Employing participatory action learning and action research (PALAR), the study involved six third-year pre-service teachers from North-West University, Potchefstroom Campus. Data was generated using LEGO®-voice, reflective journalling and reflective group conversations during and after school-based teaching practice. Data analysis involved thematic content analysis and inductive analysis using ATLAS.ti 23 software These pre-service teachers not only had to reflect on their own perceptions regarding pedagogy and the role that pedagogy plays in being a teacher, but also on how a manipulative can be utilised as a teaching tool. The findings in this study revealed that LEGO® Six Bricks® positively impacted pedagogical approaches despite challenges such as insufficient support from mentor teachers and resource constraints. This study contributes to the ongoing discourse on bridging the theory-practice gap in teacher education by integrating innovative, play-based learning tools.
Keywords
Full Text:
PDFReferences
Adebola, O. O. (2022). Pre-service teachers' experiences during teaching practice in South Africa: Challenges and solutions. Journal of Education, Teaching, and Learning, 7, 66-72.
Almonacid-Fierro, A., Merellano-Navarro, E., Andrades-Moya, J., & Souza de Carvalho, R. (2023). Perspective of high school students and teachers on good teaching: A case study. Journal of Curriculum and Teaching, 12, 242-252.
Amankwah, F., Oti-Agyen, P., & Sam, F. K. (2017). Perception of pre-service teachers towards the teaching practice program in College of Technology Education, University of Education, Winneba. Journal of Education and Practice, 8, 13-20.
Atkinson, G. (2016). Work-based learning and work-integrated learning: Fostering engagement with employers. National Centre for Vocational Education Research.
Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. Taylor & Francis.
Botha, C S & Rens, J A. 2019. From preparation to practice: an alternative proposal to dealing with reality shock in beginner teachers. Naptosa Insight, 13(1), 5-6.
Brandenburg, R., & Wilson, J. Z. (2013). Pedagogies for the future: Leading quality learning and teaching in higher education. Sense Publishers.
Brey, A. (2017). The effect of ‘6 bricks’ guided play on grade two learners’ visual perception and reasoning abilities (Doctoral dissertation). Nelson Mandela Metropolitan University.
Brink, S., & Petersen, N. (2020). The initiation and demise of a corporate social responsibility-funded community engagement project in rural South Africa. Journal for New Generation Sciences, 18.
Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education, 34, 296-308.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Del Carmen Brenes Carvajal, M. G. (2022). Initial development of English language teachers in Mexico. Macquarie University.
Engeström, Y. (1999). Activity theory and individual and social transformation. Cambridge University Press.
Engeström, Y., Miettinen, R., & Punamaki, R.-L. (1999). Perspectives on activity theory. Cambridge University Press.
Foot, K. A. (2014). Cultural-historical activity theory: Exploring a theory to inform practice and research. Journal of Human Behavior in the Social Environment, 24, 329-347.
Greenway, K., Butt, G., & Walthall, H. (2019). What is a theory-practice gap? An exploration of the concept. Nurse Education in Practice, 34, 1-6.
Gretschel, P., Ramugondo, E. L., & Galvaan, O. (2015). An introduction to cultural historical activity theory as a theoretical lens for understanding how occupational therapists design interventions for persons living in low-income conditions in South Africa. South African Journal of Occupational Therapy, 45.
Hengst, J. A. (2015). Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders. Journal of Communication Disorders, 57, 16-28.
Hutcheson, B., Frank, N., & Smith, L. (2014). Back to basics with 6 bricks. [Publisher not listed].
Kamdar, B., & Patel, A. (2019). Investigating six bricks as an effective and affordable design for early skill development of communication through play. In Designing for Children conference.https://www.designingforchildren.net/Full_Final-Submissions/papers/Binal%20Kamdar/Binal-Kamdar-Investigating-Six-Bricks-as-an-effective-and-affordable-design-for-early-skill-development-of-communication-through-play.pdf
Kearney, J., Wood, L., & Zuber-Skerritt, O. (2013). Community–university partnerships. Gateways: International Journal of Community Research and Engagement, 6.
Kizito, R. (2015). Structuring an activity theory-based framework for evaluating a science extended curriculum program. South African Journal of Higher Education, 29, 211-237.
Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum–A systematic review. European Journal of Teacher Education, 38, 392-407.
Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
Loughran, J. (2013). Pedagogy: Making sense of the complex relationship between teaching and learning. Curriculum Inquiry, 43, 118-141.
Luchembe, M. (2021). Challenges affecting the implementation of teaching practice: The case of the University of Zambia.
Mavhunga, E., & Van Der Merwe, D. (2020). Bridging science education's theory–practice divide: A perspective from teacher education through topic-specific PCK. African Journal of Research in Mathematics, Science and Technology Education, 24, 65-80.
Melnychuk, I., Drozdova, I., Savchak, I., & Bloshchynsky, I. (2019). Higher school instructors’ pedagogical skills improvement as a basis of educational strategy for development of students’ professional training. Revista Romaneasca pentru Educatie Multidimensionala, 170-184.
Mkhasibe, R. G. N. (2018). Evaluation of pre-service teachers’ readiness to teach: A case study of a South African University (Doctoral dissertation). University of Zululand.
Moosa, M., & Rembach, L. (2020). Encounters with mentor teachers: First-year students’ experiences on teaching practice. Mentoring & Tutoring: Partnership in Learning, 28, 536-555.
Musingafi, M. C., Dhliwayo, T., & Namusi, W. (2019). Challenges and prospects for teaching practice in the Zimbabwe Open University: Learning from experiences in the first semester 2016 teaching practice supervision exercise in Masvingo, Bulawayo, Matabeleland North, and Matabeleland South. Journal of Education and Practice, 10, 77-83.
Neethling, M. (2015). Assisting foundation phase teachers to implement inclusive education in the classroom: A participatory action learning and action research (PALAR) approach (Doctoral dissertation). North-West University.
Nel, C., Dieker, L., & Marais, E. (2024). The integration of mixed reality simulation into reading literacy modules. Education Sciences, 14(10), 1128. https://doi.org/10.3390/educsci14101128.
Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23, 18-22.
NWU. (2019). Faculty of Education: Work integrated learning manual. North-West University.
Opdenakker, M., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness-enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21.
Perry, R. (2013). Teaching practice for early childhood: A guide for students. Routledge.
Petersen, N., Rademeyer, V., & Ramsaroop, S. (2020). Building academic support in preservice teacher education using peer tutors: An educational action research project. Educational Research for Social Change, 9.
Phillips, H., & Condy, J. (2023). Pedagogical dilemma in teacher education: Bridging the theory-practice gap. South African Journal of Higher Education, 37, 201-217.
SA Numeracy Chair Project. (2017). Lego™ Six Bricks Activities. Rhodes University. Available from https://www.ru.ac.za/media/rhodesuniversity/content/sanc/documents/ENF_&_eNICLE_Six_Bricks_Teacher_Handbook.pdf
Salifu, D. A. (2016). Theory-practice gap: Perceptions of nurse faculty and nursing students in University for Development Studies and clinicians in Tamale Teaching Hospital (Doctoral dissertation). University of Cape Coast.
Shafqat, A., & Muhammad, I. K. (2015). Assessment of teaching practice: Perceptions of pupil teachers towards supervisors and cooperating teachers' practices. The Dialogue, 10, 424-434.
Shah, R. K. (2020). Conceptualizing and defining pedagogy. Journal of Research & Method in Education, 11.
Sharma, D. (2015). Listening to the experiences and concerns of pre-service teachers during the teaching practice program. MIER Journal of Educational Studies Trends and Practices, 14, 27-47.
The LEGO Foundation 2017. What we mean by: Learning through play.
Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines: The student-teachers practicum teaching experience. EFL Journal, 1, 235-250.
Usanov, F., & Qayumov, B. (2020). The eight ways to advance pedagogy to the next level. Mental Enlightenment Scientific-Methodological Journal.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, L. (2020). Youth leading youth: A PALAR approach to enabling action for sustainable social change. Educational Action Research, 29, 603-618.
Wood, L., Louw, I., & Zuber-Skerritt, O. (2017). Enhancing postgraduate learning and development: A participatory action learning and action research approach through conferences. Action Learning: Research and Practice, 14, 120-135.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89-99.
Zuber-Skerritt, O. (2018). An educational framework for participatory action learning and action research (PALAR). Educational Action Research, 26, 513-532.
DOI: https://doi.org/10.33394/jp.v12i1.13483
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Paedagogy
ISSN: 2722-4627 (Online)
Published by Fakultas Ilmu Pendidikan dan Psikologi (FIPP)
Universitas Pendidikan Mandalika (UNDIKMA)
Email: [email protected]
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.