Teachers and teaching

Read this tool on standards for teaching performance. This ‘quick resource’ will help you find sources around quality and standards in initial teacher education.

If you are a lecturer responsible for supporting teacher development at the Foundation Phase (FP) level, this guide is for you. It explores fundamental principles of Early Childhood Education (ECE) practice, offering what we hope is a clear but critical explanation of what is called ‘Developmentally Appropriate Practice’ (DAP). This explanation is accompanied by a series of reflections which raise questions that you as a teacher educator might use to clarify your own thinking, in preparation for teaching and engaging with students. There are also suggested readings which can enrich and deepen your own as well as your students’ understandings of ECE practice. We also provide a number of student tasks which, together with the explanations and readings, we hope can help to make the concepts come alive for you and your students. The readings and activities are intended primarily for you to use with students in class, but you might find it helpful to go through them yourself beforehand.

Jika iMfundo - a NECT funded pilot to improve education outcomes in KwaZulu Natal, South Africa studied how classrooms, schools and districts have changed; what has been learned from previous initiatives; and needs to be done to improve interventions in the future.

This research report is an Evaluation of B.A. (Hum) Programme being an analysis of learners' opnion about various activities from programme publicity till result declaration. The purpose of this research was to make the programme more learner friendly by seeking their opinion about various activities and make necessary changes wherever possible and found fit and proper. These distance learners live isolated at different places of Swaziland and have very few occasions for a face to face contact with Academic counsellors. They need guidance about how to study in an isolated situation, write good quality assignemtns, prepare a project report and appear for final examination. The analysis of their views made recommendations for putting sample assignments and sample project reports on University of Swaziland website and the students' handbook must have information about how to study in an isolated situation. Learner orientation and workshops for their teachers about how to deal with distance learners was part of recommendations. This project report opens the doors for similar exercise for other programmes.

This research report is a critical analysis of opinion gathered through an opinion scale among 540 school teachers of Swaziland regarding staff development for Effective Classroom Management using distance education mode. The opinions were regarding Orientation, Session, two days contact session, various 17 units of self instructional materials and a 3 month interaction with peers and resource persons using a variety of media. It revealed some fruitful guidelines useful for organising thie programme in the future for other teachers. This project is a landmark effort in the direction of making this staff development programme learner friendly among school teachers of Swaziland. An acceptance and implementation of the findings may enhance the quality of this programme. The purpose of publishing these results in book form is to appraise the outcomes among all programme organisers for staff development among school teachers using distance education mode.

Part of the Being a Teacher module is a 47 minute long video which introduces viewers to the perceptions, doubts and concerns of student teachers about their choice of career. Through a range of interviews with two celebrities and teachers, as well as clips of classroom teaching and school management practices, we explore the role of the teacher as a knowledge worker; care giver; and change agent through teaching and management. On the basis of these experiences, we return to the questions that initiated the tour of schools and classrooms.

This module discusses structured learning specifically methods that teacher can utilize in their learning programmes with the outcome of ensuring learners easily comprehend the subject matter. Referred to also as teaching with leaening in mind this module juxtaposes between teaching to remember and teaching to understand

This guide supports FET College lecturers to make the shift from content-based, lecturer-centred, transmission teaching and learning to an outcomes-based, learner-centred, activity-based approach. It is intended to assist the FET lecturer to understand why and how a particular strategy, method, or idea is useful, and not to just be a “how to” manual of tips.  Yet it is at the same time intended to be relevant at all times to the context and practice of the FET lecturer, offering realistic exemplars and demonstrating approaches and methods for implementation.

After studying this course you will have:

• been introduced to practical active teaching strategies to support early reading
• developed an understanding of some methods for teaching early reading
• thought about how to assess early reading and how to use the assessment results to inform your planning of early reading
• developed resources to support early reading
• developed your ICT skills.

This programme consists of 2 modules of 10 credits.  The title of module 1 is “Coaching, Mentoring and Communities of Practice”.  Essential skills for subject leaders such as observing, giving constructive feedback and coaching and mentoring are introduced and practiced.  Module 2 is called “Technological, Pedagogical and Content Knowledge (TPACK) in STEM Education”.  In this module, you will engage with a wide range of aspects of technological pedagogical content knowledge for STEM.  Through examples and exercises, you will learn how to apply the various concepts and methods in your lessons and help your peers, especially new teachers, to use them as well.  You will get opportunities to try out techniques through micro teaching sessions and practical assignments.

The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies. This presentation covers content for Webinar 4.

•  better manage, strengthen and expand the current provincial nutrition programmes;
• establish aftercare facilities; and
• manage psycho-social support and referral services.

This course on educational technology comprises of 16 units covering different aspects of educational technology as a field of study. Educational technology is a combined application of three major sciences for classroom activities. These are Physical Sciences, Social Sciences, and Managerial Sciences. 

Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni

This accredited journal publishes contributions from any field of education. While the emphasis is on empirical research, theoretical or methodological papers, review articles, short communications, book reviews and letters containing fair commentary on previously published articles will also be considered. Priority is given to articles that are relevant to Africa or that address cross-cultural topics, and to contributions addressing educational issues of social change and development.

The Journal of Education is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education. A general focus of the journal is on curriculum. Curriculum is understood in a wide and interdisciplinary sense, encompassing curriculum theory, history, policy and development at all levels of the education system (e.g. schooling, adult education and training, higher education). Contributions that span the divide between theory and practice are particularly welcome. Although principally concerned with the social sciences, the journal encourages contributions from a wider field.