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Service-learning as a higher education pedagogy for advancing citizenship, conscientization and civic agency: A capability informed view
(Taylor & Francis Open Access, 2020)
Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning ...
The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency
(Education Association of South Africa (EASA), 2020)
In this article we examine the nature of inter-semiotic and intermodal construction in the exposition of a solution for a geometry
rider. In the tradition of hermeneutic phenomenology, this case study involved an exploration ...
Are school-based mentors adequately equipped to fulfil their roles? A case study in learning to teach accountancy
(Taylor and Francis Group, 2019)
This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in ...
Diffracting diffractive readings of texts as methodology: Some propositions
(Taylor & Francis, 2019-01-30)
Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions regarding a diffractive methodology ...
Signposting foundation phase teachers’ professional identities in selected Western Cape primary schools, South Africa
(Education Association South Africa, 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 ...
The re-design of a fourth year Bachelor of Education programme using the constructive alignment approach
(University of Deusto, 2018)
The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum ...
Learners’ experiences of learning support in selected Western Cape schools
(Education Association of South Africa, 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 ...
Welfare and education in British colonial Africa, 1918–1945
(Springer, 2020)
The relevance of historical research for an explanation of the roots of
contemporary educational policy and its relationship to notions of equity,
democracy and development has been sadly neglected in recent years.
This ...
Literacy teaching in disadvantaged South African schools
(John Wiley & Sons Ltd, 2019)
This article analyses the experiences of teachers of literacy working in underprivileged communities in the Western Cape, South Africa. The purpose is to provide teachers in poorly resourced schools within economically ...
Keeping sites in sight: Conversations with teachers about the design of toolkits peculiar to a continuous professional development initiative
(AOSIS, 2019)
The aim of this article is to shift the notion of ‘sites’ as places of work peculiar to continuous
professional development (CPD) to a theoretical level, independent of, yet intimately connected to,
their physical meanings, ...