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GeoGebra for learning and teaching : a parallel investigation

South African journal of education, 2020-05, Vol.40 (2), p.1-12

2020

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Fostering teachers’ experiences of well-being : a participatory action learning and action research approach

South African journal of education, 2019-02, Vol.39 (1), p.1-10

2019

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Towards Developing a Science-Language Learning Programme for the Equality of Sustainable Learning Opportunities for Young Children

Educational Research for Social Change, 2023-04, Vol.12 (1), p.41-51

Tlali, Moeketsi

2023

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Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)

South African journal of education, 2019-05, Vol.39 (2), p.1-11

2019

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Technological literacy and its influence on teachers’ adoption of a blended learning approach

Reading & writing (Cape Town, South Africa), 2024, Vol.15 (1), p.1-10

Teane, Florah M.

2024

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Parents’ attitudes towards distance learning during the COVID-19 pandemic

South African journal of education, 2022-08, Vol.42 (3), p.1-13

2022

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Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms

South African journal of education, 2019-02, Vol.39 (1), p.1-11

2019

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Emergency Remote Teaching and Learning and Teachers’ Digital Competence

Revista electrónica de investigación educativa, 2023-01, Vol.25 (25), p.1-16

2023

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Learning from professional conversation : a conversation analysis study

South African journal of education, 2020-02, Vol.40 (1), p.1-10

2020

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Learning democracy by encountering "the other": The potential of inclusive public spaces in civic education

Educação, sociedade & culturas, 2022-03, Vol.61, p.51

2022

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Exploring Senior Phase teachers’ competencies in supporting learners with specific learning difficulties: Implications for inclusive education

African journal of disability, 2022, Vol.11 (1), p.1-8

Mavuso, Mubi F.

2022

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Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Pythagoras (Pretoria, South Africa), 2023, Vol.44 (1), p.1-9

Mahlambi, Sizwe B

2023

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Exploring female learners’ perceptions of learning geometry in mathematics

South African journal of education, 2020-02, Vol.40 (1), p.1-11

2020

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First-year English Additional Language students' insight and attitudes on blended learning methods in academic writing

Literator, 2024, Vol.45 (1), p.1-7

2024

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English first additional language learning and teaching with digital resources

South African Computer Journal, 2023-07, Vol.35 (1), p.184-200

Shandu-Omukunyi, Nonhlanhla

2023

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Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

Journal of education (Durban), 2023-01 (92), p.136-152

Gcabashe, Nduduzo Brian

2023

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PGCE students’ learning through reflective journaling during teaching practice: An exploratory study

South African journal of education, 2022-05, Vol.42 (2), p.1-8

2022

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English first additional language teachers' attitudes on using e-learning in rural schools in the Vhembe East district in the Limpopo province

South African journal of education, 2024-02, Vol.44 (1), p.1-9

Maluleke, Mzamani J

2024

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International service learning: Insights from the voices of host organisations

Journal for Transdisciplinary Research in Southern Africa, 2022-11, Vol.18 (1), p.1-8

Mansvelt, Natalie

2022

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Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey

South African journal of education, 2022-08, Vol.42 (3), p.1-9

2022

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Estrés laboral docente, e-learning y tiempos de COVID-19

PODIUM, 2022-11 (41), p.105-118

2022

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Understanding student participation within a group learning

South African journal of education, 2019-05, Vol.39 (2), p.1-8

2019

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Teacher learning and collaboration in a life sciences cluster in South Africa

South African journal of education, 2023-11, Vol.43 (4), p.1-9

2023

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Guidelines for instructional design of courses for the development of self-regulated learning for teachers

South African journal of education, 2023-08, Vol.43 (3), p.1-13

2023

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Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19

South African journal of childhood education, 2022, Vol.12 (1), p.1-10

2022

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GeoGebra for learning and teaching : a parallel investigation

Fostering teachers’ experiences of well-being : a participatory action learning and action research approach

Towards Developing a Science-Language Learning Programme for the Equality of Sustainable Learning Opportunities for Young Children

Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)

Technological literacy and its influence on teachers’ adoption of a blended learning approach

Parents’ attitudes towards distance learning during the COVID-19 pandemic

Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms

Emergency Remote Teaching and Learning and Teachers’ Digital Competence

Learning from professional conversation : a conversation analysis study

Learning democracy by encountering "the other": The potential of inclusive public spaces in civic education

Exploring Senior Phase teachers’ competencies in supporting learners with specific learning difficulties: Implications for inclusive education

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Exploring female learners’ perceptions of learning geometry in mathematics

First-year English Additional Language students' insight and attitudes on blended learning methods in academic writing

English first additional language learning and teaching with digital resources

Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms

PGCE students’ learning through reflective journaling during teaching practice: An exploratory study

English first additional language teachers' attitudes on using e-learning in rural schools in the Vhembe East district in the Limpopo province

International service learning: Insights from the voices of host organisations

Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey

Estrés laboral docente, e-learning y tiempos de COVID-19

Understanding student participation within a group learning

Teacher learning and collaboration in a life sciences cluster in South Africa

Guidelines for instructional design of courses for the development of self-regulated learning for teachers

Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19

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