LEADER 03120nam 2200385 450 001 9910629592803321 005 20230516152141.0 035 $a(CKB)5590000001000936 035 $a(NjHacI)995590000001000936 035 $a(EXLCZ)995590000001000936 100 $a20230516d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe 4IR and teacher education in South Africa $econtemporary discourses and empirical evidence /$fAnilkumar Krishnannair [and nine others] 210 1$a[Place of publication not identified] :$cAOSIS,$d2022. 210 4$dİ2022 215 $a1 online resource (234 pages) 225 1 $aDisruptions in higher education: Impact and implication 311 $a1-77634-219-4 320 $aIncludes bibliographical references and index. 330 $aThe 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. 410 0$aDisruptions in higher education: Impact and implication. 606 $aEducational change$zAfrica 615 0$aEducational change 676 $a370.96 700 $aKrishnannair$b Anilkumar$01357263 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910629592803321 996 $aThe 4IR and teacher education in South Africa$93362921 997 $aUNINA LEADER 02052nas 2200577-a 450 001 996205260503316 005 20240413012220.0 035 $a(CKB)954921427664 035 $a(CONSER)---98660641- 035 $a(EXLCZ)99954921427664 100 $a19980127b19982002 --- a 101 0 $aeng 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLogistics management & distribution report 210 $aHighlands Ranch, CO $cCahners Pub. Co.$dİ1998-2002 215 $a1 online resource 300 $aSome issues accompanied by CD-ROMs. 300 $aTitle from cover. 300 $aPublished: Reed Business Information, Apr. 2002-May 2002. 311 $aPrint version: Logistics management & distribution report. (DLC) 98660641 (OCoLC)38270451 1098-7355 517 3 $aLogistics management and distribution report 517 3 $aLogistics 531 $aLOGISTICS MANAGEMENT AND DISTRIBUTION 531 $aLOGISTICS MANAGEMENT AND DISTRIBUTION REPORT 531 0 $aLogist. manag. distrib. rep. 606 $aShipment of goods$vPeriodicals 606 $aFreight and freightage$vPeriodicals 606 $aBusiness logistics$vPeriodicals 606 $aPacking for shipment$vPeriodicals 606 $aBusiness logistics$2fast$3(OCoLC)fst00842759 606 $aFreight and freightage$2fast$3(OCoLC)fst00934154 606 $aPacking for shipment$2fast$3(OCoLC)fst01050238 606 $aShipment of goods$2fast$3(OCoLC)fst01116313 608 $aPeriodicals.$2fast 608 $aPeriodicals.$2lcgft 615 0$aShipment of goods 615 0$aFreight and freightage 615 0$aBusiness logistics 615 0$aPacking for shipment 615 7$aBusiness logistics. 615 7$aFreight and freightage. 615 7$aPacking for shipment. 615 7$aShipment of goods. 676 $a658 906 $aJOURNAL 912 $a996205260503316 920 $aexl_impl conversion 996 $aLogistics management & distribution report$92580830 997 $aUNISA