Humanizing Pedagogy for Work Integrated Learning in Preservice Teacher Training: A Holistic Approach

Alice Dhliwayo
Solusi University, Zimbabwe
Email: dhliwayoam@gmail.com

Abstract: Humanizing pedagogy is a growing concept in this era of machine aided instruction to maintain the essential human face in education. Teacher educators become the locus of such innovation. This study explores the nexus of technology and compassion-based pedagogy in work integrated learning (WIL) preparation for preservice teachers. Through the lens of compassionate teaching framework, the study investigated how teacher educators humanized pedagogy through interplay of technologies and compassionate teaching practices within WIL context. Thirty (30) teacher educators from two teacher training colleges in the same province were used as population for the study. Data were collected through semi-structured interviews, observations and document analysis. Thematic analysis revealed that teacher educators who effectively combined technology and compassion in their practices demonstrated enhanced empathy, critical thinking skills and creativity. The findings highlighted the importance of intentionally designing WIL experiences that foster development of both compassionate teaching and technological integration competences. This study contributes to the growing body of research on holistic teacher education emphasizing the need for teacher educators to develop a nuanced appreciation of the complex interaction that should exist between compassion, technology and student learning.