Now showing items 1-9 of 9

  • Analysing the professional development of teaching and learning from a political ethics of care perspective 

    Bozalek, Vivienne; McMillan, Wendy; Marshall, Delia; November, Melvyn; Daniels, Andre; Sylvester, Toni (Routledge, 2014)
    This paper uses Tronto’s political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – ...
  • Beyond the lecture: Teaching for professional development 

    Rowe, Michael (Health and Medical Publishing Group, 2016)
    BACKGROUND. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn ...
  • Collaborative research in contexts of inequality: the role of social reflexivity 

    Leibowitz, Brenda; Bozalek, Vivienne; Farmer, Jean; Garraway, James; Herman, Nicoline; Jawitz, Jeff; McMillan, Wendy; Mistri, Gita; Ndebele, Clever; Nkonki, Vuyisile; Quinn, Lynn; van Schalkwyk, Susan; Vorster, Jo-Anne; Winberg, Chris (Springer Verlag, 2017)
    This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external ...
  • Collaborative research in contexts of inequality: the role of social reflexivity 

    Leibowitz, Brenda; Bozalek, Vivienne; Farmer, Jean; Garraway, James; Herman, Nicoline; Jawitz, Jeff; McMillan, Wendy; Mistri, Gita; Ndebele, Clever; Nkonki, Vuyisile; Quinn, Lynn; van Schalkwyk, Susan; Vorster, Jo-Anne; Winberg, Chris (Springer, 2016)
    This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external ...
  • Developing scholarship of teaching and learning through a community of enquiry 

    Bozalek, Vivienne; Dison, Arona; Alperstein, Melanie; Mitchell, Veronica (UWC, 2017)
    A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for ...
  • Learning to teach STEM disciplines in higher education: a critical review of the literature 

    Winberg, Christine; Adendorff, Hanelie; Bozalek, Vivienne; Conana, Honjiswa; Pallitt, Nicola; Wolff, Karin; Olsson, Thomas; Roxa, Torgny (Taylor & Francis, 2018)
    Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is ...
  • Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings 

    Stoltenkamp, Juliet; Kabaka, Martha; Braaf, Norina (Creative Education, 2014-06)
    This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to ...
  • Practitioners’ experiences of student supervision in the bachelor of social work degree 

    Carelse, Shernaaz; Poggenpoel, Leticia (UNISA Press, 2016)
    The developing and evolving social welfare system in South Africa coupled with inadequate human and material resources and high staff workloads, all impact on student learning in the Bachelor of Social Work (BSW) degree. ...
  • The scholarship of teaching and learning from a social justice perspective 

    Leibowitz, Brenda; Bozalek, Vivienne (Taylor & Francis, 2016)
    We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a ...