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Browsing HSRC Research Outputs by Subject "TEACHER TRAINING"

Now showing items 1-20 of 49

Acquiring pedagogic authority while learning to teach

Bibliographic Title: McDonald, Z., Sayed, Y., De Kock, T. & Hoffmann, N. (2021) Acquiring pedagogic authority while learning to teach. Africa Development. 46(1):23-44. http://hdl.handle.net/20.500.11910/16403 http://hdl.handle.net/20.500.11910/16403
Output Type: Journal Article
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Assessment of mathematics and science in Africa (AMASA)

Bibliographic Title: Monyooe, L.A. & Kanjee, A. (2002) Assessment of mathematics and science in Africa (AMASA). (Report on workshop: Assessment of Mathematics and Science, funded by UNESCO, 26-30 November). http://hdl.handle.net/20.500.11910/8298 http://hdl.handle.net/20.500.11910/8298 http://hdl.handle.net/20.500.11910/8298
Output Type: Conference or seminar paper
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Beginner teachers in South Africa: school readiness, knowledge and skills

Bibliographic Title: Arends, F. & Phurutse, M. (2009) Beginner teachers in South Africa: school readiness, knowledge and skills. (Teacher Education in South Africa Series). Cape Town: HSRC Press. http://hdl.handle.net/20.500.11910/4958 http://hdl.handle.net/20.500.11910/4958 http://hdl.handle.net/20.500.11910/4958
Output Type: Monograph (Book)
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Bringing the SA rainbow into schools

Bibliographic Title: Chisholm, L. & Nkomo, M. (2005) Bringing the SA rainbow into schools. HSRC Review. 3(3):15-16. http://hdl.handle.net/20.500.11910/7091 http://hdl.handle.net/20.500.11910/7091 http://hdl.handle.net/20.500.11910/7091
Output Type: Journal Article
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Building on using the strengths of mathematics teacher education in South Africa

Bibliographic Title: Feza, N.N. & Diko, N. (2013) Building on using the strengths of mathematics teacher education in South Africa. Global Research Journal on Mathematics and Science Education. 2(1):34-49. http://hdl.handle.net/20.500.11910/2870 http://hdl.handle.net/20.500.11910/2870 http://hdl.handle.net/20.500.11910/2870
Output Type: Journal Article
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Can we use young people's knowledge to develop teachers and HIV-related education?

Bibliographic Title: McLaughlin, C. & Swartz, S. (2011) Can we use young peoples knowledge to develop teachers and HIV-related education?. Prospects. 41:429-444. http://hdl.handle.net/20.500.11910/3593 http://hdl.handle.net/20.500.11910/3593 http://hdl.handle.net/20.500.11910/3593
Output Type: Journal Article
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'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

Bibliographic Title: Scott, D., Cooper, A. & Swartz, S. (2014) Cascading participation and the role of teachers in a collaborative HIV and Aids curriculum development project. South African Journal of Education. 34(2):Online. http://hdl.handle.net/20.500.11910/2384 http://hdl.handle.net/20.500.11910/2384
Output Type: Journal Article
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The contribution of large educational surveys to science teacher education research

Bibliographic Title: Tai, R.H., Taylor, J.A., Reddy, V. & Banilower, E.R. (2022) The contribution of large educational surveys to science teacher education research. In: Luft, J.A. & Jones, M.G. (eds).Handbook of research on science teacher education. New York: Routledge. 16-27. http://hdl.handle.net/20.500.11910/19670 http://hdl.handle.net/20.500.11910/19670
Output Type: Chapter in Monograph
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Crossing over (Workbook for pilot teachers training course: biology: introducing evolution)

Bibliographic Title: Dempster, E.R. (2003) Crossing over (Workbook for pilot teachers training course: biology: introducing evolution). (Workbook for pilot teachers training course: biology: introducing evolution). http://hdl.handle.net/20.500.11910/7780 http://hdl.handle.net/20.500.11910/7780
Output Type: Training manual
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Crossing over. (Workbook for pilot teachers training course: natural science: understanding genes and inheritance)

Bibliographic Title: Dempster, E.R. (2003) Crossing over. (Workbook for pilot teachers training course: natural science: understanding genes and inheritance). (Workbook for pilot teachers training course: natural science: understanding genes and inheritance). http://hdl.handle.net/20.500.11910/7781 http://hdl.handle.net/20.500.11910/7781
Output Type: Training manual
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Curriculum restructuring in context: 1994-2007

Bibliographic Title: Kruss, G. (2009) Curriculum restructuring in context: 1994-2007. In: Kruss, G. (ed).Opportunities & challenges for teacher education curriculum in South Africa. Cape Town: HSRC Press. 17-30. http://hdl.handle.net/20.500.11910/5117 http://hdl.handle.net/20.500.11910/5117
Output Type: Chapter in Monograph
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Deracialisation of schools in South Africa: challenges and implications for educators

Bibliographic Title: Sekete, G.P.I. (2000) Deracialisation of schools in South Africa: challenges and implications for educators. (EASA national confrence on Africa renaissance: education Bloemfontein, 19-21 January). http://hdl.handle.net/20.500.11910/8356 http://hdl.handle.net/20.500.11910/8356 http://hdl.handle.net/20.500.11910/8356
Output Type: Conference or seminar paper
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District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one district in South Africa

Bibliographic Title: Bantwini, B.D. (2009) District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one district in South Africa. Journal of Education for Teaching. 35(2):169-182. http://hdl.handle.net/20.500.11910/4830 http://hdl.handle.net/20.500.11910/4830 http://hdl.handle.net/20.500.11910/4830
Output Type: Journal Article
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Diversity in basic education in South Africa: intersectionality and critical diversity literacy

Bibliographic Title: Reygan, F. & Steyn, M. (2017) Diversity in basic education in South Africa: intersectionality and critical diversity literacy. Africa Education Review. 14(2):68-81. http://hdl.handle.net/20.500.11910/11236 http://hdl.handle.net/20.500.11910/11236 http://hdl.handle.net/20.500.11910/11236
Output Type: Journal Article
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Doing & teaching in South Africa

Bibliographic Title: Cosser, M. & Sehlola, S. (2009) Doing & teaching in South Africa. HSRC Review. 7(3):20-21. http://hdl.handle.net/20.500.11910/4609 http://hdl.handle.net/20.500.11910/4609 http://hdl.handle.net/20.500.11910/4609
Output Type: Journal Article
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From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change

Bibliographic Title: Kruss, G. (2009) From bureaucratic compliance to creating new knowledge: comparative patterns of curriculum change. In: Kruss, G. (ed).Opportunities & challenges for teacher education curriculum in South Africa. Cape Town: HSRC Press. 157-174. http://hdl.handle.net/20.500.11910/5115 http://hdl.handle.net/20.500.11910/5115
Output Type: Chapter in Monograph
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The good teacher: what teachers need to teach well

Bibliographic Title: Arends, F. (2013) The good teacher: what teachers need to teach well. HSRC Review. 11(2):23-25. http://hdl.handle.net/20.500.11910/2904 http://hdl.handle.net/20.500.11910/2904 http://hdl.handle.net/20.500.11910/2904
Output Type: Journal Article
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ICT perceptions and self-efficacy of maths and non-maths teachers

Bibliographic Title: Saal, P. & Graham, M.A. (2023) ICT perceptions and self-efficacy of maths and non-maths teachers. (Paper presented at the Southern Africa Mathematical Sciences Association conference, Pretoria, 21-24 November). http://hdl.handle.net/20.500.11910/22730 http://hdl.handle.net/20.500.11910/22730
Output Type: Conference or seminar paper
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Improving teaching & learning in SA schools: teacher pedagogy and assessment practices

Bibliographic Title: Makgamatha, M.M., Kanjee, A. & Saed, Y. (2009) Improving teaching & learning in SA schools: teacher pedagogy and assessment practices. (Paper presented at the 10th UKFIET Conference, Oxford, 15-17 September). http://hdl.handle.net/20.500.11910/4605 http://hdl.handle.net/20.500.11910/4605
Output Type: Conference or seminar paper
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Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study

Bibliographic Title: Reddy, V. (2003) Initial training for permanent unqualified teachers through distance education programmes: SACOL as a case study. In: Lewin, K., Samuel, M. & Sayed, Y. (eds).Changing patterns of teacher education in South Africa: policy, practice and prospects. London: Heinemann. 216-231. http://hdl.handle.net/20.500.11910/7534 http://hdl.handle.net/20.500.11910/7534
Output Type: Chapter in Monograph
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