Výsledky vyhledávání

Dissertation/ Thesis

A paradox of knowing : teachers' knowing about students.

Autor: Amin, Nyna.

This study is a critical exploration and post-structural explanation of how and what teachers ' know about students. The intention has been to explore teachers' knowing beyond taken-for-granted iterations, beliefs and conceptions of those they teach

Externí odkaz: http://hdl.handle.net/10413/1277

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Akademický článek

The Link Between a Mentorship Programme for Mathematics, Science, and Technology In-Service Teachers and Professional Development.

Autor: Sibanda, Doras¹ (AUTHOR) Sibandad@ukzn.ac.za, Amin, Nyna¹ (AUTHOR)

Publikováno v: SAGE Open. Mar2021, Vol. 11 Issue 1, p1-9. 9p.

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Akademický článek

Teacher care work in situations of severe deprivation.

Autor: Martin, Melanie¹, Amin, Nyna¹ amin@ukzn.ac.za

Publikováno v: Pastoral Care in Education. Jun2020, Vol. 38 Issue 2, p156-173. 18p.

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Akademický článek

introduction: Autobiographies, biographies and writing lives

Autor: Amin, Nyna, Govinden, Betty

Publikováno v: Agenda: Empowering Women for Gender Equity, 2014 Jan 01. 281 (99), 3-6.

Externí odkaz: https://www.jstor.org/stable/43824446

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Akademický článek

The Burden of Cyberbullying on Teachers.

Autor: Singh, Nalini, Amin, Nyna, Devroop, Chatradari

Publikováno v: African Perspectives of Research in Teaching & Learning; 2023, Vol. 7 Issue 2, p198-212, 15p

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Akademický článek

"She doesn't look like she is both mother and father": Disrupting the child/parent binary

Autor: Amin, Nyna

Publikováno v: Agenda: Empowering Women for Gender Equity, 2009 Jan 01(79), 24-29.

Externí odkaz: https://www.jstor.org/stable/27868944

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Akademický článek

Curriculum tinkering in situations of crises and inequalities: The case of South Africa.

Autor: Amin, Nyna, Mahabeer, Pryah

Publikováno v: Prospects (00331538); Oct2021, Vol. 51 Issue 1-3, p489-501, 13p

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Teacher knowing or not knowing about students

Autor: Amin, Nyna, Vithal, Renuka

Publikováno v: South African Journal of Education, Volume: 35, Issue: 3, Pages: 1-9, Published: AUG 2015
South African Journal of Education; Vol 35, No 3 (2015)
South African Journal of Education, Vol 35, Iss 3, Pp 1-9 (2015)

Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::215fd052f739ae7c734a73177d24d071
https://doi.org/10.15700/saje.v35n3a1078

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Elektronická kniha

Disrupting higher education curriculum : undoing cognitive damage / edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. [electronic resource]

Externí odkaz: Kolekce e-knih KNAV Registrovani uzivatele: plny text online 5 minut, dalsi pristup na vyzadani. Registered users: full text online 5 minutes, further access on request.

Examining pre-service teachers' subject matter knowledge of school mathematics concepts

Autor: Ndlovu, Zanele, Amin, Nyna, Samuel, Michael Anthony

Publikováno v: Journal of Education (University of KwaZulu-Natal), Issue: 70, Pages: 46-72, Published: 2017

This article explores the nature of the subject matter knowledge that pre-service mathematics teachers' possess by analysing its components, namely, common content knowledge and specialised content knowledge of the high school mathematics curriculum.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od______1575::23d02cad91c553ebd533f952f3cdb5c4
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682017000300003&lng=en&tlng=en

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