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| Vol 3, No 1 (2024) |
The practicality of long-term blended teaching and learning at a South African institution |
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Musawenkosi D. Saurombe, Kamogelo D. Malebe, Marcia Nyandeni, Siphesihle Tshabalala, Themba Tyalintsika, Violet M. Malahlela |
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| Vol 3, No 1 (2024) |
Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills |
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Hamidu Ibrahim Bukari, Rajendran Govender |
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| Vol 3, No 1 (2024) |
The effect of dynamic geometry software use for teaching and learning Grade 11 circle geometry |
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Sibonokuhle C. Ntshangase, Mdutshekelwa Ndlovu, Jumoke I. Oladele |
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| Vol 3, No 1 (2024) |
Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning |
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Irene Muller |
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| Vol 3, No 1 (2024) |
Pre-service teachers’ learning about inclusive education from an online module |
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Melanie Martin, Carol Bertram |
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| Vol 3, No 1 (2024) |
Doing critical disciplinary literacies in teacher education: A pedagogical framework |
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Navan Govender, Saima Salehjee, Clinton D. Van der Merwe |
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| Vol 3, No 1 (2024) |
Error analysis in fraction addition and subtraction using structured observed learning outcomes |
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Alphius Dube, Jeremiah S. Maseko |
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| Vol 3, No 1 (2024) |
Influential factors for successful adoption of future school curriculum |
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Lovemore Motsi, Phumza Makgato-Khunou |
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| Vol 3, No 1 (2024) |
Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district |
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Marcia M. Seabela, Thobeka Ncanywa |
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| Vol 3, No 1 (2024) |
Strategies that leadership employ to support teacher professional development in Namibia |
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Josef H.S. So-Oabeb, Andre du Plessis, Andries Masenge |
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| Vol 3, No 1 (2024) |
Education Development Officers as agents for promoting quality education at selected rural schools |
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Busisiwe G. Mbande – Kwayini, Tando Rulashe, Kutu S. Ramolobe |
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| Vol 2, No 1 (2023) |
Jigsaw as a curriculum strategy to enhance pre-service teachers’ understanding of economics calculations |
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Mochina W. Mphuthi |
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| Vol 2, No 1 (2023) |
Teachers’ professional development shaped through self-reflection using video-stimulated recall |
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Geoneal W. Williams, Benita P. Nel |
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| Vol 2, No 1 (2023) |
Changemakers share their why, collaborate as critical friends, and highlight leadership skills |
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Rebekka J. Jez, Christopher Dennis, Michelle Coleman, Corné Conradie, Abongile Matyaleni, Diana Ramirez, Chanté Rezandt, Kayla Wilkins, Cassie Herndon |
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| Vol 1, No 1 (2022) |
An integrated model for teacher continuing professional learning in Zimbabwean primary schools |
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David K.J. Mtetwa, Zakaria Ndemo |
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| Vol 1, No 1 (2022) |
Politics of meaning about quality of education in Ethiopia |
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Solomon A. Tesfamicael, Desalegn Chala, Liyew A. Desta, Sikunder Ali |
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