| Title | Chapter 9: Utilising LEGO® to teach STOMP(I): Play-based pedagogy in Afrikaans Additional Language education |
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| DOI | https://doi.org/10.4102/aosis.2025.BK458.09 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/458 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Elize Küng, Magda Kloppers & Rhelda Krügel. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Published on | 2025-12-11 |
| Long abstract | In realising the need to align teacher training with teachers who can teach and function within a changing environment, the development of adaptive expertise has become essential to ensure 21st-century skilled teachers. The term adaptive expertise was first coined by Hatano and Inagaki (1986), who suggested adaptive expertise as opposed to routine expertise, which refers to‘ performing a specific set of skills in response to familiar challenges’. In contrast to routine expertise, individuals with adaptive expertise can not only work efficiently but also demonstrate the ability to be flexible and innovative in their application of procedural knowledge. The diverse South African classroom requires teachers to be innovative, adaptive and critical thinkers. This chapter focuses on the integration and development of adaptive expertise among pre-service teachers. It presents the findings of a research study that employed a combination of technology and play-based pedagogies to enhance these skills. The unique contribution of this chapter is its exploration of how technology and play-based pedagogies can foster and develop adaptive teaching expertise. Practical examples will be provided to illustrate how the implementation of technology and play-based learning in the Afrikaans curriculum contributes to the development of pre-service teachers’ adaptive expertise. |
| Print length | 23 pages |
| Language | English (Original) |
| Media | 5 illustrations |
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Florence Coertzen is a lecturer in the Department of Afrikaans for Education at NWU, South Africa. With over a decade of teaching experience, she has an impressive track record in educating students from the Intermediate to Senior Phases. She holds an MA in Humanities and is pursuing her PhD in Curriculum Studies in the field of education.
Rochelle Marais-Botha is a lecturer in Afrikaans for Education in the Faculty of Education at NWU, South Africa. She obtained her MA degree in 2013, with research that explored migration and displacement in literary works, focusing specifically on gender perspectives in her thesis, ‘Migrasie en verplasing in Anderkant die stilte (André P. Brink), De reis van de legeflessen (Kader Abdolah) en Idil, een meisje (Tasmine Allas): ’n Genderbeskouing’. In 2021, she earned her PhD with a comprehensive study titled ‘Die representasie van die Anglo-Boereoorlog in Afrikaanseromans en rolprente na 2002’. With a decade of rich academic experience, she actively engages with undergraduate and postgraduate students and serves as a study leader for various postgraduate programmes. Herscholarly pursuits are complemented by her interest in leveraging technology to enhance the teaching and learning of Afrikaans, demonstrating her commitment to innovative educational methodologies.
Elma Marais is an associate professor in Afrikaans for Education at NWU, South Africa. She specialises in language education, curriculum innovation and educational technology, focusing on integrating digital tools and play-based pedagogies, such as LEGO® Six Bricks®, into teacher training. She holds a PhD in Curriculum Studies from NWU and has completed additional postgraduate qualifications in Higher Education, Instructional Design and Teaching with Technology. Throughout her career, she has contributed to teacher education in various roles, including lecturer, programme leader and subject group leader. In 2023, she received the institutional award for community engagement in teaching and learning. She is an experienced researcher in educational technology, play-based learning, and teaching practice. She has led and participated in multiple funded projects that explore the use of mixed reality to facilitate language teacher training and the inclusion of manipulatives like LEGO® Six Bricks® in education. She haspublished extensively in academic journals and has supervised MEd and Doctor of PhD students in related fields. Her work continues to shape innovative teaching practices and support the professional development of future educators.