Engaging learners as Homo ludens through a pedagogy of puppetry in learning about indigenous knowledge: affordances for self-directed learning

Abstract

Puppetry, as example of a pedagogy of play (PoP), utilises storytelling, which has largely been associated with indigenous knowledge systems (IKS) over millennia. It is believed that, by infusing pedagogies such as puppetry, which foster indigenous knowledge (IK) in the South African school curriculum, diverse learners would be better prepared for the 21st century, as it might enhance self-directed learning (SDL). It has been argued that approaches such as puppetry might aid embodied, situated and distributed cognition, which could result in more engaged learning. However, studies show that teachers find it hard to infuse puppetry into their teaching, especially in higher grades. Such assertions should be investigated. A one-day short learning programme (SLP) was therefore developed by North-West University (NWU) for intermediate teachers who teach Natural Sciences and Technology (NSTECH). The aim of the SLP was to investigate and enhance teachers' pedagogical knowledge (PK) and also to explore teachers' lived experiences of engaging with puppetry as a pedagogy. The teachers engaged in the SLP, where they collaborated with the research facilitators. The SLP was designed using Warford's 'zone of proximal teacher development' (ZPTD) (2011) according to the teachers' learning needs. Teachers engaged in various activities during the SLP, such as cooperative learning and the writing of puppetry scripts, to assist them in using puppetry in the classroom. Data were collected using qualitative methods. During the SLP, teachers had to complete the pre- and post-intervention questionnaires. They also had to complete the multiple intelligence (MI) questionnaire. Once the SLP was complete, the researcher studied the transfer that took place by analysing teachers' use of puppetry in their NSTECH classrooms. This was difficult, due to Covid-19 restrictions, which prevented school visit. After teachers' attempted puppetry in their classrooms, the researcher collected data using post-intervention interviews, as well as by studying artefacts, such as teachers' lesson plans. Data collected was transcribed and analysed using Saldaña's (2015) code-to-theory model in order to evaluate the value of the SLP in transforming teacher's pedagogical knowledge. The study followed a constructivist approach, and the researcher used third-generation Cultural-Historical-Activity Theory (CHAT) as a research lens. CHAT was used on a personal plane, and assisted the researcher to gain a better understanding of the data. It also gave an overview of the 'tensions' or 'contradictions' in the activity system, e.g., the factors that negatively impacted on reformed teaching and learning. This assisted in distilling themes from the data.