In contemporary higher education classrooms, student engagement has become an increasingly prominent challenge in large classes. As teacher educators, we have engaged in a joint curriculum renewal project to address these challenges in two preservice teacher modules. This presentation focuses on our practice-based research process of scaling a smaller podcast-making project into the course content and assessments in a preservice teacher-education programme in South Africa. Drawing upon the theoretical foundations of teacher identity and teacherly becoming proposed by Deleuze & Guattari, Bhabha, and third-space concepts articulated by Soja, the study examines the transformative potential of podcast-making as a contemporary skill for teaching and learning in the 21st century. Podcast-making is an ‘invention project’ involving experiential, project-based learning, incorporating maker-education and maker-centred learning practices. The study explores teacher identity construction and pedagogical becoming through podcast-making as a pedagogical tool in curriculum renewal, based on data from reflective practices and insights gained during planning and implementation phases. The findings underscore the significance of podcast-making in fostering critical reflection, creative expression, and collaborative learning among pre-service teachers. Moreover, the study elucidates the affordances and challenges associated with scaling innovative pedagogical practices within teacher education programs. This presentation aims to clarify curriculum design choices and explore socio-material dynamics in integrating podcast-making skills, contributing to deeper understanding of teacher identity formation and pedagogical transformation in 21st-century education. The insights gleaned from this study hold implications for curriculum design, pedagogical practice, and the cultivation of future educators equipped to navigate the complexities of contemporary educational landscapes.

Authors:
Delecia Davids, Stellenbosch University, South Africa
Elzahn Rinquest, Stellenbosch University, South Africa

About the Presenter(s)
Delecia Davids, a lecturer at Stellenbosch University, researches educational technology and teacher education. Dr. Elzahn Rinquest, also at SU, focuses on inclusive education and digital literacies within Education Policy Studies.

Connect on Linkedin
https://za.linkedin.com/in/delecia-davids

Connect on ResearchGate
https://www.linkedin.com/in/elzahn-rinquest-269b4040/

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