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A scholarly contribution to educational praxis / edited by M.A. Mokoena, I.J. Oosthuizen
| A scholarly contribution to educational praxis / edited by M.A. Mokoena, I.J. Oosthuizen |
| Autore | Oosthuizen Izak |
| Pubbl/distr/stampa | Durbanville, South Africa, : AOSIS, 2016 |
| Descrizione fisica | 1 online resource (xxxii, 336 pages) : illustrations (black and white); digital file(s) |
| Disciplina | 370.1 |
| Soggetto topico |
Education - Research
Education - Research - South Africa Educational change - South Africa Education - Philosophy Teaching skills & techniques |
| Soggetto non controllato |
academic writing in postgraduate research
brofenbrenner’s ecological perspective conceptual change grade r student peer tutor programme teacher quality demands pair programming teacher professional development perceptual motor skills environmental education concepts Curriculum International System of Units Pedagogy South Africa |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Grade R learners' school and learning readiness from Bronfenbrenner's ecological perspective -- 2. The role of pair programming in enhancing capability amongst learners -- 3. Navigating the terrain of academic writing in postgraduate research: the case of mature additional language students -- 4. Evaluation of professional development of a student peer tutor programme: Lessons learnt -- 5. Promoting conceptual change in physical sciences teachers: impact of a professional development intervention -- 6. Evaluating an environmental learning programme in developing understanding of environmental education concepts amongst selected in-service primary school teachers in South Africa -- 7. Meeting the challenges of teacher quality demands - a model for WIL -- 8. Grade R teachers' knowledge regarding perceptual motor skills which may influence school readiness -- 9. Scaffolding teacher professional development and teachers' ability to use inquiry-based approaches in the life sciences classroom within communities of practice -- 10. Information and communication technology pedagogical practices of South African grade 8 mathematics and natural science teachers -- References -- Index |
| Record Nr. | UNINA-9910169182503321 |
Oosthuizen Izak
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| Durbanville, South Africa, : AOSIS, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Self-directed learning research : an imperative for transforming the educational landscape / / edited by Elsa Mentz, Izak Oosthuizen
| Self-directed learning research : an imperative for transforming the educational landscape / / edited by Elsa Mentz, Izak Oosthuizen |
| Autore | Oosthuizen Izak |
| Pubbl/distr/stampa | Durbanville, : AOSIS, 2016 |
| Descrizione fisica | 1 online resource (xxxi, 298 pages) : illustrations; digital, PDF file(s) |
| Disciplina | 374.0019 |
| Soggetto topico |
Self-managed learning
Blended learning Case-based reasoning Group work in education Teachers - Training of Zulu (African people) - Education Education - South Africa |
| Soggetto non controllato |
large-group teaching
cooperative learning problem-based learning academic writing case-based teaching blended learning self-directed learning Autodidacticism Autonomy Mathematics South Africa Zulu language |
| ISBN |
9781928396024
9781928396017 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. The feasibility of grafting self-directed learning theory onto the capability theory --2. The affordances of case-based teaching for self-directed learning: a case study with first-year student teachers --3. Students’ accountability and responsibility in problem-based learning: enhancing self-directed learning --4. Student support through cooperative base groups and its contribution to the development of self-directed learning skills --5. A self-directed learning approach to large-group teaching: an evaluation --6. Geography student tutors’ facilitative skills in a problem-based learning environment --7. The enactment of problem-based approaches in pre-service mathematics and the levels of performance of teacher students in problem projects --8. Pre-service teacher students’ expectations of self-directed learning in an undergraduate blended-learning course --9. Academic writing supported by digital technologies and the INcwadi-Mkhaphi (book-guide) in isiZulu folk-poetry education --Appendix 1. |
| Record Nr. | UNINA-9910166648503321 |
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Oosthuizen Izak
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| Durbanville, : AOSIS, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||