Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and…

Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this…

The need to work in partnership with communities in a meaningful and impactful way has become a core part of university planning in many countries around the world. In the Global South, the potential for the Eurocentric knowledges and power structures to dominate such partnerships is pervasive. This article reports on findings of a participatory…

An unacceptable number of learners in under-resourced schools in South Africa are failing to perform adequately in national and international benchmark tests. Poor learner performance has been linked to poor-quality teaching, which, in turn, can be attributed in part to a lack of instructional leadership at schools. According to policy, heads of…

It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan…