Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study

dc.date.accessioned	2005-01-04	en
dc.date.accessioned	2022-08-16T18:52:24Z
dc.date.available	2022-08-16T18:52:24Z
dc.date.issued	2015-08-25	en
dc.identifier.uri	http://hdl.handle.net/20.500.11910/7534
dc.format.medium	Print	en
dc.publisher	Heinemann	en
dc.subject	EDUCATION	en
dc.subject	TEACHER TRAINING	en
dc.subject	DISTANCE EDUCATION	en
dc.title	Initial training for 'permanent unqualified' teachers through distance education programmes: SACOL as a case study	en
dc.type	Chapter in Monograph	en
dc.BudgetYear	2003/04	en
dc.ResearchGroup	Assessment Technology and Education Evaluation	en
dc.SourceTitle	Changing patterns of teacher education in South Africa: policy, practice and prospects	en
dc.SourceTitle.Editor	Lewin, K.	en
dc.SourceTitle.Editor	Samuel, M.	en
dc.SourceTitle.Editor	Sayed, Y.	en
dc.PlaceOfPublication	London	en
dc.ArchiveNumber	3293	en
dc.PageNumber	216-231	en
dc.outputnumber	1603	en
dc.bibliographictitle	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	en
dc.publicationyear	2003	en
dc.contributor.author1	Reddy, V.	en

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