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No 82 (2021): General Issue
Published:
2021-03-31
Editorial
Editorial
Carol Bertram
1-4
pdf
Research Articles
Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator
Suriamurthee Moonsamy Maistry
5-27
pdf
Developing a supervisor identity through experiential learning
Narratives of three interdisciplinary novice academics working in a South African University
Sibonelo Blose, Vusi Msiza, Freedom Chiororo
28-43
pdf
"We’ve been taught to understand that we don’t have anything to contribute towards knowledge": Exploring Academics’ understanding of decolonising curricula in higher education
Mlamuli Nkosingphile Hlatshwayo, Innocentia Alexander
44-59
pdf
Exploring students’ experience and perceptions of the Somatology extended curriculum programme at the Durban University of Technology
Mokgadi Ursula Makgobole, Stanley Chibuzor Onwubu
60-77
pdf
“Do all roads lead to Rome?”: The influence of two different higher education programmes on beginner teacher identity
Mické Van der Westhuizen, Yolandi Woest
78-99
pdf
Research for policy and practice in teacher education: The case of the Professional Practice Schools research project
Maureen Robinson
100-112
pdf
Beyond classroom walls: The role of a co-curricular English club in supporting second language learning
Jennifer Sheokarah, Ansurie Pillay
113-128
pdf
Exploring Grade 6 mathematics teachers’ use of the language of learning and teaching in assessment for learning
Sizwe B Mahlambi, Ailwei S Mawela
129-148
pdf
The digital divide at three disadvantaged secondary schools in Gauteng, South Africa
Grasia Chisango, Newlin Marongwe
149-165
pdf
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