Sustaining the professional identity of beginning teachers in early mathematics, science and technology teaching

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Evaluation of a school-based intervention programme for South African children of divorce by Botha, Cornelius J

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A critical study of a continuing professional development orientation programme for educators

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The impact of the SEMOSTI programme on the gross motor proficiency of four-to-six-year-old children

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How school management teams support mathematics teachers in public secondary schools in Gauteng province

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Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School

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A sociological analysis of phonics lesson plans across four structured pedagogic programmes in South Africa by Boyd, Colleen

“…In conclusion, this research argues for expanded lesson plans that further exteriorise the phonics curriculum by offering more explicit evaluative criteria and increased scripting that further supports teachers in enacting effective, and contextualised, phonics programmes.…”
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Supporting South African foundation phase second language learners and their teachers : a language perspective

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The role of a tutoring programme in a first-year English course : student and tutor perceptions by Roodt, Jolette

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Experiences of Physical Sciences teachers when introduced to an electronic expert system

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The pre-primary early childhood care and education (EECE) programme in Botswana: understanding its accessibility and quality by Pillar, Lebogang Joan

“…Second the study also reveals inconsistency in resource allocation, in-service training of teachers and general support offered to the teachers and the schools among the studied schools. …”
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Investigating the opportunities and challenges for professional growth created through a process of developing learning support materials

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A professional development enquiry : teacher pedagogical content knowledge to support reading comprehension of non-mother-tongue speakers by Basson, Magdalene

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Has it happened in Mpumalanga? An evaluation of the implementation of Curriculum 2005

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Evaluation of the Out-Programme One Year Teaching Practice of Final Year Students (Mentees) of St. Joseph’s College Of Education-Bechem by Amanfo, Samuel Owusu

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The mentoring needs of final year student teachers during their first teaching practicum

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