Early post-apartheid policies envisaged a South African teacher who had autonomy to make
professional judgements based on their school context and learners' needs. However, over …

Predetermined professional development (PD) programmes delivered by external experts
are the usual approach to enhancing the teaching of physical education (PE) in …

Physical Education (PE) provides Foundation Phase learners aged six to nine the
opportunity to develop their cognitive, social, emotional and physical domains. However, if …

The advent of the Covid-19 pandemic significantly diminished opportunities for face-to-face
learning. This came at the backdrop of the consistent failure of first-year students to cope …

The Zimbabwean school model for the enactment of teaching and learning of Non-Formal
Education Policy (NFEP) programmes is a recent development. The policy mandated the …

This paper shares the identity story of a South African Grade R teacher's institutional identity,
through a documentary analysis of selected education policy and an analysis of teacher …

Physical Education (PE) is vital for the holistic development of Foundation Phase learners.
Foundation Phase teachers working in low resource contexts, however, being generalists …

Abstract The article explores Early Childhood Development teachersunderstandings of
Indigenous Knowledge and their strategies of incorporating this knowledge into their …

Driven by a strong desire for change and personal values, I began to embrace a
participation-orientated approach to my own Continuing Professional Development (CPD) …

The aim of this case study is to explore and understand how the school leadership of a
school for the Deaf, through the principal and School Management Team (SMT) experiences …