Unveiling First-Year Student Teachers’ Experiences: An Excursion Programme Rooted in Playful Learning for Active and Critical Learning

This chapter investigates the role of virtual Work Integrated Learning (WIL) excursions in preparing future teachers to navigate the multifaceted challenges of a complex teaching profession. It addresses the persistent issues of novice teacher attrition stemming from the ‘theory–practice divide’ and the ‘apprenticeship of observation’ in teacher education. This study, introduced at a university in South Africa, is underpinned by social constructivism, and playful learning pedagogies. Employing interpretive qualitative methods and design-based research, it examines the experiences of first-year student teachers in a virtual WIL excursion, aiming to involve them in active and critical learning experiences. The excursion aims to engage first-year student teachers in active and critical learning experiences, fostering their self-directedness and cultural responsiveness. By engaging in authentic learning experiences and reflective discussions, the findings reveal that virtual excursions can contribute to promoting active and critical learning among student teachers, nurturing empathy, cultural responsiveness, and self-directedness. Through collaborative problem-solving activities and discussions on social justice issues, the student teachers develop a deeper understanding of diverse perspectives and cultivate empathy. Findings highlight the significance of the UBUNTU aspect, emphasizing collective inquiry and collaboration among student teachers. The chapter concludes by emphasizing the importance of integrating playful pedagogies and the UBUNTU philosophy into teacher education to bridge the ‘theory–practice divide’ and sensitize them to overcome the ‘apprenticeship of observation’. The chapter underscores the need for ongoing research and innovative approaches in preparing agentic and culturally competent teachers for the diverse and evolving demands of the complex teaching profession.