Zobrazeno 1 - 10
of 86
pro vyhledávání: '"Nadine Petersen"'
Publikováno v:
South African Journal of Childhood Education, Vol 14, Iss 1, Pp e1-e7 (2024)
Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with
Externí odkaz:
https://doaj.org/article/78934e5cda82441eb1650e4204be357b
Publikováno v:
South African Journal of Childhood Education, Vol 13, Iss 1, Pp e1-e9 (2023)
Background: Despite large-scale interventions aimed at developing literacy skills, children’s reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a
Externí odkaz:
https://doaj.org/article/0ff3ccb044f649efbf50bf013604eb68
Publikováno v:
South African Journal of Education, Vol 42, Iss 1, Pp 1-10 (2022)
Mentoring is intended to guide student teachers towards pedagogical decision-making within the complexity of the classroom. In this article we focus on the mathematics mentoring practices of 1 primary school teacher at a university-affiliated teachin
Externí odkaz:
https://doaj.org/article/3e1524af475c48ae879f02e76f5fd387
Publikováno v:
South African Journal of Childhood Education, Vol 12, Iss 1, Pp e1-e10 (2022)
Background: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 meant that many higher education institutions (HEIs) had to shift rapidly to remote teaching and learning (RTL). Given the unique de
Externí odkaz:
https://doaj.org/article/e9acab3ac4814c7ca99294dcb418de84
Foundation phase teachers’ views of the involvement of male caregivers in young children’s education
Publikováno v:
South African Journal of Childhood Education, Vol 11, Iss 1, Pp e1-e9 (2021)
Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can
Externí odkaz:
https://doaj.org/article/a4c553138b2a44388b6f72001c8c0e58
Publikováno v:
Perspectives in Education, Vol 38, Iss 2 (2020)
This article reports on the mentoring of foundation phase teachers and their development of disciplinary-specific knowledge, particularly how the practicum provides a space for mathematics content knowledge (MCK) and mathematics pedagogical content k
Externí odkaz:
https://doaj.org/article/7694526c146b44faaff9322ec9bdc5c0
Autor:
Nadine Petersen
Publikováno v:
South African Journal of Education, Vol 37, Iss 2, Pp 1-9 (2017)
This paper explores novice foundation phase teachers’ descriptions of their experiences in the liminal stage between being a student teacher and entering the professional world of the early grade classroom. The term “liminality” was popularised
Externí odkaz:
https://doaj.org/article/19dfffe18b824ebf98d25d8529cad196
Publikováno v:
Frontiers in Education, Vol 3 (2019)
The article reports on the University of Johannesburg's (UJ) efforts at offering a practice-based teacher education program in partnership with a university-affiliated school (a “teaching school”) with a view to developing inquiry-oriented novice
Externí odkaz:
https://doaj.org/article/a7117b648e034cb79120e4117bc52c4b
Publikováno v:
South African Journal of Childhood Education, Vol 8, Iss 1, Pp e1-e11 (2018)
In this study, we examined student teachers’ learning during their teaching placement period in Finland and South Africa. The setting of the inquiry in both countries was a ‘teaching’ school, affiliated to a university teacher education program
Externí odkaz:
https://doaj.org/article/c199599be31647459a01690352cafcb4
Publikováno v:
South African Journal of Education, Vol 35, Iss 1, Pp 01-08 (2015)
This article proposes that the 'teaching/practice schools' formally affiliated to initial teacher education programmes at universities, can be utilised more optimally as research sites by student teachers. The argument is put forward with reference t
Externí odkaz:
https://doaj.org/article/cdaa3167a7d24bcd95675c78a0abc6c3