Browsing TD: 2018 Volume 14 No 2 by Issue Date
Now showing items 1-12 of 12
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Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English
(AOSIS, 2018)The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on ... -
A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach
(AOSIS, 2018)The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically ... -
A transdisciplinary exploration: reading peace education and teaching English to speakers of other languages through multiple literacies theory
(AOSIS, 2018)Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such ... -
The ‘firstness’ of male as automatic ordering: gendered discourse in Southern African Business Studies school textbooks
(AOSIS, 2018)There is little contention that gender equity continues to be a challenge in many societies across the Southern African region. Dominant discourses that perpetuate inequality are often reflected in school materials such ... -
Crossing disciplinary boundaries: students’ experiences of facilitating a learning support programme at a South African university
(AOSIS, 2018)Increased access to higher education has brought into focus the under-preparedness of students for higher education and vice versa. As such, various programmes have been developed to enhance students’ success in universities. ... -
First-year History Education students’ personal narratives of the history of South Africa
(AOSIS, 2018)This article is based on a free writing exercise given to 31 first-year History Education students in which they were, asked to write ‘The history of South Africa according to me’. Using narrative enquiry, the stories of ... -
Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: may I dare use an auto-ethnographic lens?
(AOSIS, 2018)As a proponent of action research for more than 20 years, I reflect on my scholarship of higher education using an auto-ethnographic lens. The research reported focuses mainly on my facilitating of learning as a lecturer ... -
The representation of the temporal notion of post-colonial Africa in South African history textbooks
(AOSIS, 2018)This article is premised on the current (2015–2016) developments in South Africa whereby the country’s youth are increasingly engaging in discourses of South Africa’s post-colonial condition and the need for decolonisation. ... -
Beginner teachers’ experiences of transdisciplinary demands of a school curriculum
(AOSIS, 2018)This article focuses on the experiences of beginner teachers of the transdisciplinary demands evident in school curricula. A detailed inductive thematic analysis of open-ended interviews with ten beginner teachers from ... -
‘From History Project to Transdisciplinary Research’: District Six as a case study
(AOSIS, 2018)This article expounds how a National Research Foundation (NRF) history project evolved into a transdisciplinary study. The article develops a case in favour of transdisciplinary research as a departure from strict ... -
South African Social Sciences teachers’ views on the integration of History and Geography in the General Education and Training phase
(AOSIS, 2018)With the cessation of apartheid in 1994, social transformation was one of the key objectives of the democratic South Africa. In light of this, the South African government believed that mass education would develop a ... -
Restorying for transdisciplinarity: a proposed teaching-learning strategy in a context of Human Rights Education
(AOSIS, 2018)Human Rights Education can provide a context for transdisciplinary boundary talk as a possible way to create cohesion among the multiple disciplines embedded within the Social Sciences. This article presents a teaching-learning ...
