Teacher Questioning and Early Grade Literacy in Nguni Languages: Practice, Knowledge and In-Service Development by Mtsatse, Nangamso

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The experiences of adult learners in distance education of SMS technology as a learning support tool

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Unit standards in music : guidelines for non-specialist teachers in training in Botswana and the SADC region

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Mini-musicking in teachers' lesson plans of 4-5-year-olds in pre-schools

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A literacy intervention with teachers : exploring reading culture in a rural secondary school

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The influence of ecosystemic factors on Black student teachers’ perceptions and experiences of Early Childhood Education

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TVET educators’ views of continuing professional development (CPD) from three TVET providers in Namibia by Kaapama, Uanee Rosaline

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Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college

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Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English

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Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development

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Professional development of teachers at a private high school : a peer mentoring initiative

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Impact evaluation of Funda Wande in-service teacher coaching intervention: Findings from the first year by Meiring, Christiaan

“…The results here add to the growing body of evidence that makes a strong case for the crucial complementary role of high-quality teacher coaching and continuous follow-up support in programmes that focus on shifting teachers' instructional practice. …”
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The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis by Warden, Angus

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Exploring parental involvement in the educational support of their child with learning difficulties in a low income community by Adele, Pool

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Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding by Toerien, René

“…The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. …”
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Lived Mentoring Experience of Early-Career Teachers in Selected Gauteng Public Schools : A Narrative Inquiry

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An analysis of the impact of a transformative action reflection inset model on teachers' understanding and classroom behaviour by Reeves, Cheryl Ann

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Staff development needs for teacher educators in the Northern Province with regard to the implementation of the National Qualifications Framework by Kubheka, Kgadi Rose

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Life science teachers’ views and lived experiences of the Namibian junior secondary certificate (JSC) curriculum by Aloovi, Aloovi Onesmus

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Experiences of school teachers who practise mindfulness-based interventions in advancing their mental well-being. by Roos, Chanel

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