Vol. 38 No. 3 (2018) | South African Journal of Education

Published: 2018-09-14

What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?

Lee Rusznyak

DOI:

10.15700/saje.v38n3a1503

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Towards an optimal person-environment fit: A baseline study of student teachers’ personality traits

Rümando Kok, Lukas Meyer

DOI:

10.15700/saje.v38n3a1409

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Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa

Carolina S. Botha, Julialet Rens

DOI:

10.15700/saje.v38n3a1546

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Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Watersi setting

Lorna Holtman, Jennifer Martin, Robert Mukuna

DOI:

10.15700/saje.v38n3a1429

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Johannesburg’s inner city private schools: the teacher’s perspective

Tracey McKay, Madodomzi Mafanya, André C. Horn

DOI:

10.15700/saje.v38n3a1557

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The Circuit Managers as the weakest link in the school district leadership chain! Perspectives from a province in South Africa

Bongani D. Bantwini, Pontso Moorosi

DOI:

10.15700/saje.v38n3a1577

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Embedding values in the South African curriculum: by design or default?

Mncedisi Christian Maphalala, Nhlanhla Mpofu

DOI:

10.15700/saje.v38n3a1437

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Integrating positive psychology principles and exercises into a second-language high school curriculum

Marianne Gush, Abraham P. Greeff

DOI:

10.15700/saje.v38n3a1638

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Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia

Khalid Bingimlas

DOI:

10.15700/saje.v38n3a1496

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Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy

Mohaeka Raselimo, Cornel George Thamae

DOI:

10.15700/saje.v38n3a1481

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Inter-rater agreement in assigning levels of difficulty to examination questions in Life Sciences

Edith R. Dempster, Nicki F. Kirby

DOI:

10.15700/saje.v38n3a1539

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Effectiveness of individual and group investigations in developing integrated science inquiry skills

Monde Kazeni, Eddy Baloyi, Estelle Gaigher

DOI:

10.15700/saje.v38n3a1549

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Construction and verification of digital electronics contestants' indicators for vocational education in Taiwan

Chin-Wen Liao, Ta-Chun Chang, Hung-I Lin, Po-Wen Cheng

DOI:

10.15700/saje.v38n3a1478

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South African Journal of Education
Journal / South African Journal of Education / Vol. 38 No. 3 (2018) / Articles

Articles

What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?

DOI:

Towards an optimal person-environment fit: A baseline study of student teachers’ personality traits

DOI:

Are they really ‘ready, willing and able’? Exploring reality shock in beginner teachers in South Africa

DOI:

Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Watersi setting

DOI:

Johannesburg’s inner city private schools: the teacher’s perspective

DOI:

The Circuit Managers as the weakest link in the school district leadership chain! Perspectives from a province in South Africa

DOI:

Embedding values in the South African curriculum: by design or default?

DOI:

Integrating positive psychology principles and exercises into a second-language high school curriculum

DOI:

Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia

DOI:

Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy

DOI:

Inter-rater agreement in assigning levels of difficulty to examination questions in Life Sciences

DOI:

Effectiveness of individual and group investigations in developing integrated science inquiry skills

DOI:

Construction and verification of digital electronics contestants' indicators for vocational education in Taiwan

DOI:

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