Vol. 42 No. 3 (2022) | South African Journal of Education

Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries

Andresa Sartor Harada, Juliana Azevedo Gomes, Oscar Ulloa Guerra, Roberto Ruiz, Rubén Calderón

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“I thought I was going to pass”: Learners’ experiences of grade retention

Maureen Hadebe, Moeniera Moosa

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History education and changing epistemic beliefs about history: An intervention in initial teacher training

Diego Miguel-Revilla, María Sánchez-Agustí, Teresa Carril-Merino

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Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education

Lee Rusznyak, Elizabeth Walton

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Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees

Nurşat Biçer, Yakup Alan

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Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS

Abiodun Folakemi Fatoba, Daniel Angaama, Meshach Bolaji Ogunniyi

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A case study of Northern Cyprus: The voice of senior academic administrators on education

Ulus Irkad, Bengi Sonyel, Hamit Caner

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Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory

E Randewijk, PH du Toit, AF Harding

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The effects of the attributional style on the mathematics performance of senior secondary school students

Akolade Olubunmi Lapite, Jacobus Gideon Maree, Joyce Jordaan

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A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education

Judith Blaine, Jacqui Akhurst

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Parents’ attitudes towards distance learning during the COVID-19 pandemic

Ante Kolak, Ivan Markić, Zoran Horvat

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Parental involvement in children’s primary education: A case study from a rural district in Malawi

Guðlaug Erlendsdóttir, M. Allyson Macdonald, Svanborg R. Jónsdóttir, Peter Mtika

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Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey

Ismail Kilic, Mehtap Ozel

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Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice

Emma Groenewald, Anthony Mpisi

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Investigating the beliefs and attitudes of teachers towards students who stutter

Abdulaziz Almudhi

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South African Journal of Education
Journal / South African Journal of Education / Vol. 42 No. 3 (2022) / Articles

Articles

Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries

“I thought I was going to pass”: Learners’ experiences of grade retention

History education and changing epistemic beliefs about history: An intervention in initial teacher training

Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education

Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees

Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS

A case study of Northern Cyprus: The voice of senior academic administrators on education

Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory

The effects of the attributional style on the mathematics performance of senior secondary school students

A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education

Parents’ attitudes towards distance learning during the COVID-19 pandemic

Parental involvement in children’s primary education: A case study from a rural district in Malawi

Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey

Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice

Investigating the beliefs and attitudes of teachers towards students who stutter

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