Exploring How COVID-19 Shapes the Professional Identities of South African Student Teachers

Autor: Laura Arnold, Emma Groenewald

Publikováno v: International Journal of Learning, Teaching and Educational Research. 21:292-315

This article contributes to the literature on teacher identities by exploring how the pandemic affected the professional identities of final year student teachers at a South African university. The researchers collected journals and interviews from s

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::c016cf1f44c2409306be442e11cfbc44
https://doi.org/10.26803/ijlter.21.4.17

Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice

Autor: Emma Groenewald, Anthony Mpisi

Publikováno v: South African Journal of Education; Vol. 42 No. 3 (2022)
South African Journal of Education, Volume: 42, Issue: 3, Pages: 1-12, Published: AUG 2022

Since 1994, numerous policies promoted social justice and the transformation of the South African society. The re-curriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to rea

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a4cfc10d327d34e912e690e95124f6a7
https://www.ajol.info/index.php/saje/article/view/241801

STUDENT TEACHERS’ PERCEPTIONS AND EXPERIENCES OF CERTAIN MODULES WITHIN A TRANSFORMED CURRICULUM

Autor: Anthony Mpisi, Emma Groenewald

Publikováno v: INTED2021 Proceedings.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::67f38ad29d65c1d0546c18430594d163
https://doi.org/10.21125/inted.2021.1826