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Now showing items 1-10 of 12
Dominant discourses of teachers in early childhood education
(Faculty of Education, University of the Free State, 2010)
This article examines the dominant discourses teachers in early childhood education (ECE) used to
produce understandings of children and educational practice for them. Seven teachers from two early
childhood centres in ...
Enabling roles to reclaim teacher agency: insights from the Advanced Certificate in Teaching (Foundation Phase)
(Faculty of Education, University of the Free State, 2011)
In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: “What are the enabling ...
Rurality and resilience in education: place-based partnerships and agency to moderate time and space constraints
(Faculty of Education, University of the Free State, 2012)
In an ongoing longitudinal intervention study (STAR)1 we found that, although similarities existed in the way teachers promoted resilience, rural schools (in comparison to other STAR case schools) took longer to implement ...
Within and between the old and the new: teachers becoming inclusive practitioners
(Faculty of Education, University of the Free State, 2012)
This paper explores how 20 African teachers in rural KwaZulu-Natal, South Africa, construct their identities in the light of inclusive education, and how they negotiate the tensions and contradictions emerging from the ...
Mathematical literacy teachers: can anyone be one?
(Faculty of Education, University of the Free State, 2013)
In this case study, Mathematical Literacy teachers were interviewed and observed in the
classroom in order to provide insight into the way this subject, relatively new in South
African schools, is handled. The focus of ...
Gendering the foundation: teaching sexuality amid sexual danger and gender inequalities
(Faculty of Education, University of the Free State, 2015)
How might Life Skills be conceptualised in the Foundation Phase of schooling when a
tradition of feminist literature has revealed the regulation, denial and the silencing
of both gender and sexuality in early childhood? ...
Editorial
(Faculty of Education, University of the Free State, 2012)
Abstract not available
When schoolgirls become mothers: reflections from a selected group of teenage girls in Durban
(Faculty of Education, University of the Free State, 2013-03)
Schools are obliged to support young women who become mothers. Drawing from an interview study of
young women in a Durban school, this article shows how their experience is situated within discourses
of shame and stigma. ...
The professional lives of teacher victims of workplace bullying: a narrative analysis
(Faculty of Education, University of the Free State, 2011)
In order to expand the body of knowledge on workplace bullying in South Africa the aim of this article is to report on findings from a narrative analysis. In this article the professional life stories of two teachers, who ...
The diverse educational needs and challenges of Information Technology teachers in two black rural schools
(Faculty of Education, University of the Free State, 2012)
This article reflects on the first phase of a research project aimed at the empowerment of Information Technology (IT) teachers in black rural schools in the North-West province of South Africa. In order to empower these ...