Why academic depth and rigour in university-based coursework matters for prospective teachers

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dc.contributor.authorRusznyak, Lee
dc.contributor.authorBalfour, Robert
dc.contributor.authorVan Vollenhoven, Willie
dc.contributor.authorSosibo, Lungi
dc.date.accessioned2016-07-22T06:51:31Z
dc.date.available2016-07-22T06:51:31Z
dc.date.issued2016
dc.descriptionPublisher's versionen_ZA
dc.description.abstractAbstract not availableen_ZA
dc.identifier.citationRusznyak, L., Balfour, R., Van Vollenhoven, W., & Sosibo, L. (2016). Why academic depth and rigour in university-based coursework matters for prospective teachers. Perspectives in Education, 34(1), 1-9.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3815
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i1.1
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectTeacher trainingen_ZA
dc.subjectTeacher educationen_ZA
dc.titleWhy academic depth and rigour in university-based coursework matters for prospective teachersen_ZA
dc.typeArticleen_ZA
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PiE 2016 Volume 34 Issue 1