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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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