Integrating Indigenous Knowledge in Teaching During Work-Integrated Learning: Perceptions of Preservice Teachers

Abstract

Globally, Indigenous Knowledge Systems are overruled by Western educational systems because of colonial economic and geopolitical domination. Indigenous Knowledge Systems are seen as less important or irrelevant in the education system, resulting in teachers and learners losing their self-determination. This study explores preservice teachers’ perceptions of integrating the Indigenous Knowledge System in teaching during Work-Integrated Learning. The Indigenous Knowledge System guides the study as a theoretical framework, which advocates for local people’s interactions with each other and their environment to pass knowledge from generation to generation. Participants in this study are five preservice teachers on work-integrated learning and two experienced teachers who are their mentors in one high school. Guided by Critical Emancipatory Action Research theory, this qualitative paper discusses the perceptions of five preservice teachers on using Indigenous Knowledge Systems during their Work-Integrated Learning. Generated data was analyzed through thematic analysis. The study responds to a research question of the challenges and the benefits of integrating the Indigenous Knowledge System in teaching during Work-Integrated Learning. The findings revealed that Indigenous Knowledge Systems are the basic teaching strategies to engage learners in teaching and learning. In light of the findings, the paper suggests ways in which preservice and service teachers could use Indigenous Knowledge Systems to enhance their classroom teaching.