Educators’ Work Integrated Learning Experiences

Iman C Chahine is Professor of Mathematics Education at UMASS Lowell and an appointed Extraordinary Professor at Self-Directed Learning Research unit in NWU, South Africa. She is the co-editor of the Journal of Mathematics & Culture, and the Treasurer of the International Study Group on Ethnomathematics (ISGEm). She is Fulbright US Scholar in South Africa (2020 & 2022) and serves as the Director of Awards at the Eastern Educational Research Association (EERA).

Lalini Reddy is the Director in the Centre for Community Engagement and Work Integrated Learning at CPUT, South Africa. She spent 26 years as an academic in Biotechnology and Food Science at DUT and was appointed HOD of Biotechnology and Consumer Science. She was the coordinator of Curriculum Renewal and Development, Work-Integrated Learning, Community Service Learning, General Education, International Education, Program Quality Reviews and research during her tenure.

Introduction.- Learning to work, working to learn: using immersion experiences to guide culturally oriented mathematics instruction.- Being and becoming a facilitator in an online work-integrated learning excursion for future super teachers.- A self-study from the work integrated learning trenches: the achilles heel stories.- Integrated stem in the forest.- Learning through teaching: a year in an all-girls engineering class.- First-year student teachers' experiences of an excursion programme underpinned by a pedagogy of playful learning to foster active and critical learning.- The convergence of design thinking and work integrated learning to nurture and develop student innovation.- Children's participation in work integrated learning.- East African excellence in human values in the trenches.- The unlimited benefits of work-integrated learning: reflections, shifts, and transformations by an educational leader.- English mathematics.- Full circle: a personal journey of education and discovery in work-integrated learning.- Work integrated learning in online teaching and learning environments.- Reflective practice as a mechanism for professional development: a narrative inquiry.- Exploring frames that provide opportunities for learning by teaching, learning by reflecting and learning by collaborating: case studies of pre-service teachers.- Personal, pedagogical and political narratives: re-imagining work integrated learning teacher education programs for a post-apartheid South Africa.- Variations in South African novice teachers' lived experiences and reflections on work integrated learning approaches to problem solving in Euclidean geometry.- Work-integrated learning and self-directed professional learning in a rural setting: what do pre-service English fal teachers need from their mentor teachers?.- Self-directed learning as a social justice transformative leadership strategy for higher education.