• Using principles of Whole Brain® Thinking to transform radiographic clinical practice : an action research study 

  Kruger, Zanelle (University of Pretoria, 2021-01)

  As an inexperienced facilitator with a passion for education, research, and the field of radiography I identified an innovative idea to transform my practice as part of my professional development and role as a lecturer. ...
• Using a nominal group technique to inform a curriculum of a short learning programme for peer mentor training in a health sciences context 

  Nel, Corne; Wolvaardt, Jacqueline Elizabeth (Liz); Du Toit, Pieter Hertzog (Wolters Kluwerr - Medknow, 2023-09)

  BACKGROUND : The purpose of this study was to explore the use of a modified nominal group technique (mNGT) to inform the curriculum of a Short Learning Programme for peer mentors in the Bachelor of Clinical Medical ...
• Student teachers’ perceptions of mentoring as an influencer of their professional teacher identity development 

  Van Putten, Sonja; Van Putten, Jessica K.; De Jager, Lizette J. (Routledge, 2023)

  This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. ...
• Grade 6 primary school learners’ views on minibus taxis and their drivers 

  Van Eck, Zetta; Wassermann, Johan; Van der Merwe, Clinton David (AOSIS, 2023-10-29)

  BACKGROUND : This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players ...
• Teacher voice : a balancing act? 

  Badal, Bernice; Vandeyar, Saloshna (Education Association of South Africa, 2023-11)

  This qualitative case study set out to explore how teacher voice was manifested in their practices in curriculum change contexts, utilising the meta-theoretical paradigm of social constructivism and the theoretical framework ...
• 21st-Century South African teachers in turbulent educational waters 

  Botha, Marga; De Jager, Sarina; Evans, Rinelle (University of KwaZulu-Natal, School of Education and Development, 2023)

  Teachers in the South African education system face numerous challenges that negatively affect their well-being and contribute to the high attrition rate in the teaching profession. Given that few studies in the South ...
• Ruptured imaginings amid emerging nationhood: the unsettled narrative of “unity in resistance” in South Sudanese history textbooks 

  Bentrovato, Denise; Skaras, Merethe (Wiley, 2023-07)

  This article explores the place of history education in state-sponsored nation-building in war-torn South Sudan, the world's youngest country. It examines discourses around nationhood transmitted via the first history ...
• Teachers’ attitudes towards the amendments in the Design curriculum : a critical overview of the approach and findings of the study 

  Van Deventer, Anriet; Steyn, Raita (Design and Technology Association, 2022-07)

  This article refers to the South African Design teachers’ attitudes towards the implementation of the 2020 Section 4 amendments of the Design Curriculum and Assessment Policy Statement (CAPS). The purpose of the article ...
• Physical pain as a source of spiritual and artistic inspiration in Jackson Hlungwani’s work 

  Steyn, Raita (Africa Journals, 2023)

  Jackson Hlungwani is a locally recognised South African artist and he is internationally acclaimed with a considerable amount of literature written about his life and work, highlighting his uniqueness distinct rural style ...
• Exploring challenges caced by grade 11 learners when studying English first additional language poetry 

  Makgabo, Connie; Nyembe, Musawenkosi Wiseman (University of Venda, School of Human and Social Sciences, 2022)

  This article explores the challenges faced by English First Additional Language (FAL) Grade 11 learners when studying poetry. Poetry in South African secondary schools is a compulsory literature genre that is taught in ...
• The re-membering of literary bodies in the Zimbabwean classroom 

  Dewa, Flora; Genis, Gerhard (Routledge, 2022)

  This article explores ways in which literary and physical bodies are interlinked in a high-school English literature classroom in Zimbabwe. In this study, twenty-four Grade 12 learners, who are conceptualised as living ...
• Women’s leadership role in the Apostolic Faith Mission Church of South Africa 

  De Jager, Sarina; Botes, Jackie; Savhasa, Thandanani; Smit, Ina (University of the Western Cape, 2023-03)

  Women’s advancement into executive leadership in the Apostolic Faith Mission (AFM) church in South Africa (SA) has not been able to keep pace with women’s movement into the workforce. As part of a resolution passed at the ...
• Exploring student teachers’ experiences of vulnerability in higher education spaces 

  De Jager, Sarina (Stellenbosch University, 2023-05)

  Recently, scientific interest in higher education students’ wellbeing has increased. The highlighted issues include professional development, professional identity, and personal behaviour. The significance of this study ...
• Rupturing the laws of discourse : learner agency in the construction of their identity in school discourses 

  Vandeyar, Saloshna; Ziqubu, Lwazi (University of the Free State, 2022-12)

  Utilising the theoretical frameworks of theory of power and theory of performativity, this case study explored how learners exercised agency in the construction of their identity in school discourses. Data capture incorporated ...
• Connection, desperation and disillusionment : exploring student wellbeing at a university in South Africa during the COVID-19 pandemic 

  De Jager, Sarina (University of the Free State, 2023-03)

  University students’ mental health and wellbeing has been a global public health issue of increasing concern in recent years, with a growing body of empirical evidence suggesting university students are a ‘very high-risk ...
• Learning in a pandemic : narratives of learners from low-income communities 

  Mphela, Nomonde Gina (University of Pretoria, 2023)

  Utilising a social constructivist and interpretivist paradigm this study set out to explore how learners from low-income communities experienced learning during a pandemic. The study was qualitative in nature and used a ...
• Exploring the lived experiences of Grade 11 Geography teachers regarding fieldwork 

  Sikerete, Antonio (University of Pretoria, 2023)

  The South African national curriculum for school geography, the Curriculum Assessment Policy Statement (CAPS), lays emphasis on the requirement for all syllabus topics within the Geography Further Education and Training ...
• Musicking in the liminal Space between Community Music and Music Education 

  Oellermann, Esmari (University of Pretoria, 2023)

  The study explored musicking, social capital, and social justice as connection points in the liminal space between community music (CM) and music education (MusEd). Musicking encapsulates active human involvement in ...
• Pedagogical practices in teaching siSwati as a first language in diverse linguistic settings 

  Mngometulu, Tholakele Constance (University of Pretoria, 2023)

  Educational research indicates that sound pedagogical practices are essential for learners to achieve positive learning outcomes. This suggests that the success of any learning programme is dependent on the selection and ...
• Exploring breathwork paradigms of South African singing education lecturers 

  Potgieter, Gerhardus Cornelius (University of Pretoria, 2023)

  This study explored the breathwork paradigms of South African Singing Education Lecturers (SASingEdL) through the lens of a Life Skills educator. The current South African Curriculum and Assessment Policy (CAPS) requires ...

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