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Gutiérrez, María Puig; Cruz-Guzmán, Marta; Rodríguez-Marín, Fátima – South African Journal of Education, 2019
This study deals with detecting the difficulties that prospective teachers encounter in recognising and analysing children's ideas in the domains of social studies and science. It qualitatively analyses the reports written by 94 third-year Early Childhood Education degree students, while they were taking courses on "Teaching the natural…
Descriptors: Preservice Teachers, Early Childhood Teachers, Barriers, Childrens Attitudes
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Hall, Anna-Marie; Theron, Linda – South African Journal of Education, 2016
The global prioritisation of the inclusion of learners with disabilities, and of vulnerable young people's resilience, means that teachers worldwide require insight into how best to facilitate the resilience of adolescents made vulnerable by intellectual disability (ID). To provide such insight, we conducted a secondary data analysis of a multiple…
Descriptors: School Culture, Adolescents, Intellectual Disability, Case Studies
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Ruto-Korir, Rose; Lubbe-De Beer, Carien – South African Journal of Education, 2012
We explore the use of video and photo elicitation in a research study undertaken to understand the way in which preschool teachers perceive and construct their provision of children's educational experiences. We explore the value of visually elicited interviews based on video footage and photographs captured during teaching and learning in four…
Descriptors: Preschool Teachers, Teacher Attitudes, Developmentally Appropriate Practices, Foreign Countries
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Horn, Irmhild – South African Journal of Education, 2009
Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a…
Descriptors: Criticism, Student Centered Learning, Educational Theories, Educational Policy