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The Role of E-Learning Policy in Academics’ Professional Development in African ODeL Institutions
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Student Teachers’ Views on Developing Practical Online Art Skills During Teaching Practice
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Teacher educators’ conceptions, practices, and challenges of assessment orientation in colleges of teacher education in the Amhara Region, Ethiopia
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Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.
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History Teacher Discourse in Teaching
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Passion to practice: Early career teachers’ motivation, content confidence, and coping strategies in teaching
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Mentor Teachers’ Perceptions of their Level of Preparedness to Implement Teaching Practice 1 in Junior Secondary Schools, Kenya
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A COLLABORATIVE OR DISPUTED SPACE? TEACHER UNIONS AND THE PROFESSIONALIZATION OF SCHOOL LEADERSHIP
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The effects of microteaching on preservice teachers’ self-efficacy in teaching mapwork
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Primary school teachers’ experiences of teaching mathematics, incorporating smartboards
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Implementing story maps as a teaching tool at a CODeL institution
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Learners' and Teachers' perspectives on the use of code switching in Geography teaching and learning
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Teachers’ Perspectives of African Languages in Teaching Mathematics: Is There a Place for Sepedi?
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An exploration of course tutors’ reported teaching practices in a distance learning institution in Ghana
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Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?
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Trust in African feminist teaching and learning practices: Conscientisation and connection
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Reviewing English teacher education and challenging context in India: A multilingual turn in Continuous Professional Development activities
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Professional competency of secondary school English language teachers in Southern Ethiopia Region: Pedagogical content knowledge and oral proficiency
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Exploring Traces of Humanising Pedagogy in South African TVET Colleges: A Transformative Approach
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Editorial: Teacher Education Practices in a Flexible, Higher Education Environment
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Bridging the gap in teaching comprehension in English as First Additional Language in two Phases, Grade 3 and Grade 4 teachers’ perspective
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What first-year students’ prior mathematical knowledge reveals for modelling-oriented university mathematics teaching
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Heads of Department challenges: Supervision of Social Sciences teachers in map work teaching and learning in uMgungundlovu District, KwaZulu-Natal
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Exploring Middle-Level Science Teachers’ Perceptions of Inquiry-Based Practical Activities in Addis Ababa: Addressing Challenges and Harnessing Opportunities
