School-based abuse prevention for children with communicative and/or cognitive disabilities : guidelines for program implementation

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Teacher ethics training for learners with special educational needs

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Teachers' and learners' acceptance of the use of robotics in the intermediate phase

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The implementation practices of Physical Education by Grade R teachers

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MOOCs: A new paradigm in teacher professional development by Hegazy, Basant Moustafa

“…The teachers’ online participation was supported by further reflections on practice in their onsite professional learning community (PLC) at their workplace. …”
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The culture of learning in Khayelitsha secondary schools: teachers' perspectives by Pager, Devah Iwalani

“…The most commonly discussed strategy was an increase and improvement in the provision of in-service training and workshops for teachers. According to teachers, workshops would serve both to increase the skills of teachers as well as to provide a forum in which to support one another and revive their interest in the profession. …”
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Developing proficiency in Afrikaans as an additional language : criteria for materials development

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Grade R student teacher experience of Work Integrated Learning

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Professional development : mathematics teachers’ implementation of formative assessment strategies

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The experiences of Natural Sciences teachers in the application of self-regulated learning

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Responses of early childhood teachers to curriculum change in South Africa

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The use of ICT by South African teachers for assessment purposes in the classroom

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Lived experiences of teachers teaching in a language that is not their mother tongue by Le Chat, Corene Valmy

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A need analysis : teachers’ experiences of in-service training on inclusive education

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School-based initiatives in support of the wellbeing of at-risk primary school learners

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A levelled literacy intervention for foundation phase learners by Kidd, Nita

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Arts and Culture focus Schools in the Western Cape: Insights into a music Program in low-income secondary schools by Johnson, Ross

“…The dissertation suggests that while the Focus Schools programme was generally poorly resourced and offered little support for both Arts and Culture (especially music) teachers and learners in the programme in the period 2005-2014, the initiative did invariably lead to greater learner participation and performance at the designated schools. …”
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How student teachers construct and use phronesis to enhance their professional development

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Principals' instructional leadership perspectives on teacher professional development in township schools

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