• Experiences of sport coordinators in a physical education professional development programme 

  Zeller, D.; Roux, C. J. (2020)

  Physical education (PE) is an essential component of the school curriculum. However, studies show that many facilitators responsible for the delivery of PE in South African schools possibly lack the requisite specialist ...
• Decolonial History teachers' charter: a praxis guide 

  Dollie, A.; Ramjain, A.; Varachia, T.; Maangoale, T.M.; Tshipugu, T.; Laurence, T.; Laher, Y.; Dabhelia, A.; Abba, M.; Karanie, A.; Mitha, A.; Mbuli, M.; Mogane, K.; Montshioa, T.; Mamogobo, A.; Sahula, M. (2020)

  The below text is a practical charter which calls for history teachers, students, learners and then the provincial and national Departments of Basic and Higher Education to decolonise. Decolonisation is often talked about ...
• Godsell, Sarah. (2020). Teaching History teachers during COVID-19: Charting poems, pathways and agency. 

  Godsell, S. (2020)

  In this article I argue that Emergency Remote Teaching (ERT) has necessitated and produced some transformative teaching methods, using the frameworks of Freire and hooks. However, I argue, that their methods are incongruous ...
• Colonial Heritages, Educational Incompartibilities and the Challenges for a Reunified Cameroon: 1961–2016 

  Ndille, R. (2020)

  The reunification of British Southern Cameroons and La Republique du Cameroun 1961 required the adoption of new national policies which were to guarantee that none of the colonial identities were jeopardized.1 In doing ...
• Rethinking the African space in a global education project : a representational reflection in the context of nationalism 

  Ndille, R. (2020)

  The call to a global education project involves transformations of educational ideologies, policy formulation, systems restructuring, and curriculum reforms that go beyond national/local considerations. While advocates of ...
• Organic translanguaging in Science classrooms: perceptions of pre-service primary school teachers. 

  Charamba, E. (2020)

  In spite of today’s science classrooms being linguistically diverse, languages are still kept separate during academic instruction with education policymakers and stakeholders emphasising language purism and a strict ...
• Encounters with mentor teachers: first-year students’ experiences on teaching practice. 

  Moosa, M.; Rembach, L. (2020)

  Teaching practice is a compulsory, legislated component of initial teacher education programmes in South Africa. During this experience, preservice teachers engage with their mentor teachers. By exploring first-year students’ ...
• From learner to teacher : personal experiences, beliefs and attitudes about bullying victimisation 

  Moosa, M. (2020)

  Research shows that first-year pre-service teachers enter initial teacher education programmes with certain beliefs in place about schooling. This paper explores first-year pre-service teachers' experiences of, beliefs and ...
• Deconstructing South African Grade 1 Learners' Awareness of Number in Terms of Cardinality, Ordinality and Relational Understandings. 

  Askew, M.; Venkat, H. (2020)

  The cardinal and ordinal aspects of number have been widely written about as key constructs that need to be brought together in children’s understanding in order for them to appreciate the idea of numerosity. In this paper, ...
• Teacher talk in professional learning communities. 

  Brodie, K.; Chimhande, T. (2020)

  Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support ...
• Guidance and counselling programme and overall adjustment of teenage mothers: Evidence from secondary schools in Kenya 

  Opondo, C.M.; Aloka, P. P (2020)

  Background: School adjustment is multifaceted that involves an array of demands varying in kind and degree which requires a variety of coping responses. Several teen mothers have been re-admitted to secondary schools in ...
• Challenging gender hierarchies in narratives of the nation: representations of women in Zintgraff and the Battle of Mankon and Hard Choice 

  Nkealah, N.; Oluwasuji, O.G. (2020)

  Abstract Ideas of nationalisms as masculine projects dominate literary texts by African male writers. The texts mirror the ways in which gender differentiation sanctions nationalist discourses and in turn how nationalist ...
• Exploring educators’ challenges of online learning in Covid-19 at a rural school, South Africa 

  Mukana, K.; Aloka, P.J.O (2020)

  Abstract. This study explored the perceived challenges of online learning encounter by rural educators in response to COVID-19 pandemic at a selected rural school in South Africa. Within the qualitative approach, a multiple ...
• A stylistic analysis of a wildlife conservation of a prologue and visual narrative documentary, “From brutal poacher to delicate pastry chef” 

  Moodley, V. (2020)

  Documentaries, like other genres, are being increasingly used by wildlife conservationists for creating awareness and influencing viewers to become active backers of wildlife protection. While there have been analyses ...
• The use of experiential learning as a teaching strategy in Life Sciences. 

  McPherson-Geyser, G.; De Villiers, R.; Kavai, P. (2020)

  The implementation of experiential learning within schools may hold many advantages. The objective of this study was to identify how experiential learning influences the teaching and learning of Life Sciences (biology). ...
• Choice shifts in school disciplinary decision making: Analysis of age differences of panel members 

  Aloka, P. (2020)

  Background: Decision making is critical to each organization and it requires the ability to find a possible balance between risky and cautious decisions. The Kenyan secondary schools are mandated by the Ministry of ...
• Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning 

  Dlamini, R.; Ndzinisa, N. (2020)

  Universities across South Africa have positioned learning management systems (LMS) as central to remote teaching and learning in response to COVID-19. This fundamentally challenges traditional teaching and learning practices ...
• Strategies used by Grade Four educators to decode science terminology: A case study 

  Kazeni, M.; Maleka, M. (2020)

  In this paper, we discuss the results of a case study about the teaching strategies used by three primary school educators to decode Grade 4 science terminology. In South Africa, the study of science is formally introduced ...
• Through the eyes of parents: Culture of young children in diverse early learning spaces 

  Van As, A.; Excell, L.; Magadala, N.; Gqoli, N. (2020)

  There is a growing emphasis for early education to be both contextually appropriate and culturally responsive. In post-apartheid South Africa, early childhood care and education (ECCE) centres have become ‘melting pots’ ...
• Educating for work in the time of COVID-19: Moving beyond simplistic ideas of supply and demand. Southern African Review of Education. 

  Allais, S.; Marock, C. C. (2020)

  This article describes how the Covid-19 pandemic has been particularly negative for skill formation in South Africa but, at same time, there are high expectations for the technical and vocational education and training ...

View more