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dc.contributor.authorMosoge, Madimetsa Joseph
dc.contributor.authorTaunuyane, Tlali
dc.date.accessioned2013-09-17T09:40:40Z
dc.date.available2013-09-17T09:40:40Z
dc.date.issued2012
dc.identifier.citationMosoge, M.J. & Taunuyane, T. 2012. Teachers' perceptions about their own professionalism in Lejweleputswa distric, Free State Province, South Africa. Acta Academica, 44(2):179-204. [http://www.ufs.ac.za/ActaAcademica]en_US
dc.identifier.issn0687-2405
dc.identifier.urihttp://hdl.handle.net/10394/9126
dc.description.abstractEducation reform in many parts of the world is premised on the view that teachers show lack of professionalism. The solution to this problem lies in increasing teacher professionalism. Education reform, therefore, affects how teachers view themselves as professionals, their work and their effectiveness, and how they compose their identities in schools. The study aims to investigate the perceptions of teachers with regard to the extent to which they practise professionalism in their schools. The data collected tended to refute the view expressed in the literature that teachers lack professionalism.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Free Stateen_US
dc.titleTeachers' perceptions about their own professionalism in Lejweleputswa distric, Free State Province, South Africaen_US
dc.typeArticleen_US
dc.contributor.researchID10477918 - Mosoge, Madimetsa Joseph


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