Zobrazeno 1 - 10
of 667
pro vyhledávání: '"Foundation Phase"'
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
Despite the recent attention given to multicultural and bilingual teaching, several studies indicate that teacher education programmes in South African higher education institutions continue to instruct pre-service Mathematics teachers in Foundation
Externí odkaz:
https://doaj.org/article/3eed3c7e006e4378b29971a74025524d
Autor:
Janet L. Condy
Publikováno v:
Reading & Writing, Vol 15, Iss 1, Pp e1-e2 (2024)
No abstract available.
Externí odkaz:
https://doaj.org/article/c025e7756b0f40ae9b0060ea603824a0
Autor:
Thokozane P. Dyosini
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e13 (2024)
Background: South Africa’s teacher retention crisis calls for policy makers, school leaders and teachers to explore ways for professional growth. This study examined six novice teachers’ experiences and views on continuous professional developmen
Externí odkaz:
https://doaj.org/article/15a8c5bb9b094eb1a62d2e4960ad4083
Autor:
Pamela Vale, Lise Westaway
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e9 (2024)
Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy
Externí odkaz:
https://doaj.org/article/20dbe2f694084b588546a4f9ba2287ce
Autor:
Pateka Jama, Prosper Lunga
Publikováno v:
African Journal of Teacher Education, Vol 13, Iss 2 (2024)
Teachers in South African schools have the mandate to work together with parents to implement the inclusive education policy. However, schools and families continue to work as separate entities, and this negatively affects the support provided to lea
Externí odkaz:
https://doaj.org/article/bc12d151019b4b31a946144bf5198da6
Publikováno v:
African Journal of Career Development, Vol 6, Iss 2, Pp e1-e5 (2024)
Background: Sexual orientation discrimination impacts teachers’ well-being in school environments. The Prevention of Discrimination and Promotion of Equality Act of 2002 prohibits discrimination based on gender and sexual orientation, granting lesb
Externí odkaz:
https://doaj.org/article/da77ad09fc224e7c845f50fa37572321
Autor:
Anele Gobodwana
Publikováno v:
Reading & Writing, Vol 15, Iss 1, Pp e1-e10 (2024)
Background: Foundation Phase teachers in the South African Department of Basic Education system daily encounter a challenge with learners struggling to read with understanding. This motive was displayed and made available to readers and authors by th
Externí odkaz:
https://doaj.org/article/f5497d4d10b34381b24580732d9edc41
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e11 (2024)
Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP):
Externí odkaz:
https://doaj.org/article/fe82eb3857ca4fb0b48b59d0792e7ff0
Autor:
Obakeng Kagola
Publikováno v:
Perspectives in Education, Vol 42, Iss 2 (2024)
Children in their childhood and teenage years can acquire either healthy or unhealthy lifestyles. Without proper guidance, unhealthy lifestyles (e.g. risk-taking, substance abuse, poor family planning) may negatively affect their psychosexual develop
Externí odkaz:
https://doaj.org/article/e22bdec4d41c4d97b84ec3a04fdc7dad
Publikováno v:
Perspectives in Education, Vol 42, Iss 2 (2024)
Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This st
Externí odkaz:
https://doaj.org/article/6ca0e3aecb5f4f7b8b0bdf815b134190