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| Issue |
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| Vol 5, No 1 (2026) |
A framework for strengthening science teaching practices among teachers in rural Eastern Cape districts |
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Nomxolisi Mtsi, Joseph Baidoo |
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| Vol 5, No 1 (2026) |
Strengthening education for sustainable development through curriculum coherence in Geography teacher education in eSwatini |
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Ben de Souza, Lungile K. Sihlongonyane |
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| Vol 5, No 1 (2026) |
Uncovering regulatory responses to assessment beliefs and their influence on preservice science teachers’ learning |
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Effiness H. Kamanga, Anitia Lubbe |
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| Vol 5, No 1 (2026) |
Classroom plays as narrative texts that introduce preservice teachers to artificial intelligence-related vocabulary in Sesotho and isiZulu |
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Mosa N. Khasu |
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| Vol 5, No 1 (2026) |
The invisible curriculum: A policy analysis of orthographic knowledge in the Foundation Phase isiXhosa Curriculum and Assessment Policy Statement and implications for Initial Teacher Education |
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Nontembiso P. Jaxa |
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| Vol 5, No 1 (2026) |
Teacher–parent collaboration to support the emotional well-being of adolescents living with dyslexia: A Participatory Action-Learning and Action-Research approach |
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Marijke Benson, Mariëtte Koen |
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| Vol 5, No 1 (2026) |
A constructionist approach to negotiating technological pedagogical and content knowledge tensions and synergies in pre-service teacher education |
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Clement Simuja |
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| Vol 5, No 1 (2026) |
STEM education in Zambia |
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Bentry Nkhata, Kabunga Nachiyunde, Patricia P. Nalube, Zanzini B. Ndhlovu, Christopher Haambokoma |
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| Vol 5, No 1 (2026) |
Scaffolding word problem-solving instruction: Leveraging critical thinking and mathematics vocabulary |
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Nadia Swanepoel |
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| Vol 5, No 1 (2026) |
Guiding principles for the integration of smartboards in Grade 12 classrooms at a Soshanguve secondary school |
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Thabo Mhlongo, Jeanne Kriek, Patricia Gouws |
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| Vol 5, No 1 (2026) |
Leveraging the South African water crisis for authentic learning in pre-service teacher education |
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Paul L. Goldschagg |
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| Vol 4, No 1 (2025) |
Education for sustainable development in teacher development for inclusive education in Malawi |
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Ben de Souza |
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| Vol 4, No 1 (2025) |
Chorusing or questioning: Using EQs and KWLs in the science classroom in Anglophone Cameroon |
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Susan Lowes, Emmanuel M. Wepngong, Lucy N. Diffang, Napthalin A. Atanga, Glenda Niles |
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| Vol 4, No 1 (2025) |
Re-imagining integrating peace education into pre-service teacher training at an open distance e-learning institution |
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Ntokozo D. Ndwandwe, Velisiwe Gasa |
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| Vol 4, No 1 (2025) |
Transformational feedback practices: A systematic review of perspectives from higher institution educators |
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Marchant van der Schyff, Doulette Braak |
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| Vol 4, No 1 (2025) |
A framework for designing and implementing guided play activities in schools |
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Lerato B. Ndabezitha |
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| Vol 4, No 1 (2025) |
Reimagining education: Students insights on blended learning in Historically Disadvantaged Institutions |
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Ezile Xabadiya, Sithenkosi Lungisa, Qaqambile Mathentamo |
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| Vol 4, No 1 (2025) |
Experiences of teachers implementing inclusive education in full-service schools |
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Katlego B. Tshiloane, Maximus Sefotho |
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| Vol 4, No 1 (2025) |
Supporting the quality of mathematics teaching through lead teachers |
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Puleng D. Motseki, Zingiswa Jojo, Mishack Gumbo |
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| Vol 4, No 1 (2025) |
Reconceptualising student discipline in South African schools: Implications for teachers |
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Sibusiso D. Ntshangase |
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| Vol 4, No 1 (2025) |
Non-representational theory in the South African Geography FET CAPS |
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Shaylen Naidoo |
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| Vol 4, No 1 (2025) |
Pre-service teachers’ experiences of online microteaching in South Africa |
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Ines G. De Almeide, Jan P. Weber |
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| Vol 4, No 1 (2025) |
Challenges faced by newly appointed principals in Zimbabwean teachers’ colleges |
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Rosemary Madzore, Velisiwe Gasa |
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| Vol 4, No 1 (2025) |
Facilitating practice and reflection in cyclic lesson design: Insights from South African teacher educators |
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Dean Van der Merwe |
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| Vol 3, No 1 (2024) |
The national progression policy in Gauteng schools: Is the policy failing progressed learners? |
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Gene Erasmus, Jean V. Fourie |
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| Vol 3, No 1 (2024) |
Preparing pre-service teachers for Generation Alpha: A social innovation perspective |
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Shamala A. Naidoo, Nazreen Dasoo |
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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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