This paper explores support in primary schools in a single South African school district. The literature suggests an increased need for educator support in South Africa due to a myriad of curricular changes in the aftermath of apartheid, as well as a teacher corps that is ill-prepared for the demands posed by curricular reform. Documented research…

This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development.…

In its vision for education, the National Planning Commission (2011:264) of South Africa states that "all children can access and benefit from high quality education" through flexible services which are available, accessible and responsive to the needs of children, and that "specific consideration will be given to the most…

Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South Africa, who taught nutrition…

This article examines the effects of political, socio-economic and educational change on a South African teacher's identity trajectory. Our research was conducted at a primary school in a historically disadvantaged community in the Western Cape Province, South Africa. We applied a cultural-historical activity theoretical (CHAT) lens to explore the…

This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency…

Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers. Therefore, given that teaching…

In this article we report on the manner in which participatory action research (PAR) was utilised by teachers in developing a Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) school plan, in collaboration with university researchers. The need for a structured HIV and Aids school plan emerged during the course of a…

We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3) in public primary schools situated in…

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…

There is paucity in the study of learning organisations within the education sector and particularly in schools working in difficult socio-economic contexts, such as those studied in this investigation. In this qualitative study I therefore sought evidence from teachers, in one of the districts of Gauteng province, through in-depth,…

Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative co-teaching as a key to inclusion.…

We were prompted by the prevalence of English Second or Other Language (ESOL) learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a…

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…