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The effects of microteaching on preservice teachers’ self-efficacy in teaching mapwork
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Student Teachers’ Views on Developing Practical Online Art Skills During Teaching Practice
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Intelligence and school achievement in light of the COVID-19 pandemic
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Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
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The Effect of COVID-19 on inclusive mathematics education
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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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Relationship Between Students’ Perceptions of Doctoral Value and Satisfaction with University Services in Kenyan Universities in the Post–COVID-19 Era
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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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Primary school teachers’ experiences of teaching mathematics, incorporating smartboards
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Manifestations of computational thinking practices on preservice mathematics teachers’ pen-and-paper problem-solving
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POST-COVID-19 CHALLENGES FACED BY ENTERPRISES IN RICHARDS BAY, KWAZULU-NATAL
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Systemic trust in higher education in South Africa: Policymaking during the COVID-19 pandemic
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WhatsApp as a Pedagogical Tool During COVID-19: A Bibliometric Review
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ASSESSING THE ROLE OF THE COVID-19 CATCH-UP RECOVERY PROGRAMME ON LEARNER PERFORMANCE IN EFAL
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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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Trust in African feminist teaching and learning practices: Conscientisation and connection
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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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An exploration of course tutors’ reported teaching practices in a distance learning institution in Ghana
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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
