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 01764nam 2200553 450 001 9910829054403321 005 20180613001259.0 010 $a1-4704-0164-9 035 $a(CKB)3360000000464763 035 $a(EBL)3113913 035 $a(SSID)ssj0000889032 035 $a(PQKBManifestationID)11932393 035 $a(PQKBTitleCode)TC0000889032 035 $a(PQKBWorkID)10866010 035 $a(PQKB)11443095 035 $a(MiAaPQ)EBC3113913 035 $a(RPAM)4942269 035 $a(PPN)195414616 035 $a(EXLCZ)993360000000464763 100 $a20140903h19961996 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLebesgue theory in the bidual of C(X) /$fSamuel Kaplan 210 1$aProvidence, Rhode Island, United States :$cAmerican Mathematical Society,$d1996. 210 4$dİ1996 215 $a1 online resource (143 p.) 225 1 $aMemoirs of the American Mathematical Society,$x0065-9266 ;$vVolume 121, Number 579 300 $a"May 1996, Volume 121, Number 579 (third of 4 numbers)"--Cover. 311 $a0-8218-0463-4 320 $aIncludes bibliographical references and indexes. 410 0$aMemoirs of the American Mathematical Society ;$vVolume 121, Number 579. 606 $aLebesgue integral 606 $aRadon measures 606 $aBanach lattices 615 0$aLebesgue integral. 615 0$aRadon measures. 615 0$aBanach lattices. 676 $a515/.43 700 $aKaplan$b Samuel$f1916 September 13-2010,$01647582 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910829054403321 996 $aLebesgue theory in the bidual of C(X)$93995227 997 $aUNINA