Signposting Foundation Phase teachers’ professional identities in selected Western Cape primary schools, South Africa

Autor: Vuyokazi Nomlomo, Sindiswa Stofile, Sivakumar Sivasubramaniam

Publikováno v: South African Journal of Education, Vol 38, Iss Suppl. 2, Pp S1-S10 (2018)

The aim of this article is to report on the Foundation Phase (FP) teachers’ professional identities in two primary schools in the Western Cape. This is meant to serve as a basis for understanding teachers’ identities with regard to their teaching

Externí odkaz: https://doaj.org/article/e258f0a21da648f4811e83e9605e2d3c

Reconceptualising teacher education for teachers of learners with severe to profound disabilities

Autor: Jane Kelly, Judith McKenzie, Trevor Moodley, Sindiswa Stofile

Publikováno v: International Journal of Inclusive Education. 27:205-220

This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability stu...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::1b0d5f66aff58656dad25f7eafcebba1
https://doi.org/10.1080/13603116.2020.1837266

In Search of an Inclusive Pedagogy in South Africa

Autor: Sigamoney Manicka Naicker, Sindiswa Stofile

Publikováno v: Challenging Inclusive Education Policy and Practice in Africa ISBN: 9789004391505

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::89a35a3a6edf999657a06fa856164b7f
https://doi.org/10.1163/9789004391505_005

Learners' experiences of learning support in selected Western Cape schools

Autor: Fredrick Sylvester, Nadeen Moolla, Olaniyi Bojuwoye, Mokgadi Moletsane, Sindiswa Stofile

Publikováno v: South African Journal of Education, Volume: 34, Issue: 1, Pages: 1-15, Published: JAN 2014
South African Journal of Education; Vol 34, No 1 (2014)
South African Journal of Education, Vol 34, Iss 1, Pp 1-15 (2014)

The study explored Western Cape primary and secondary school learners’ experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus g

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af425256ad87c203f0048fa54880caf5
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000100017&lng=en&tlng=en