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Now showing items 1-10 of 12
Exploring teachers’ experiences of implementing an integrated natural science and technology curriculum in the intermediate phase.
(2019)
Curriculum for the 21st century that promotes the integration of Natural Science and
Technology (NSTech) seeks to transform and develop curriculum by advocating for the
flexibility of teachers’ knowledge and skills as ...
Exploring Grade 10 teachers’ experiences of mother tongue reading habits: case studies of two selected high schools in KwaZulu-Natal.
(2019)
The study sought to explore Grade 10 teachers’ experiences of mother tongue reading habits. The mother tongue that is referred to in this study is IsiZulu, an African language that is predominantly spoken in the KwaZulu-Natal ...
Teachers’ experiences of using differentiated curriculum approaches in teaching fractions in Grade 3.
(2019)
The aim of this study was to explore teachers’ experiences of teaching fractions to Grade 3 learners using the differentiated curriculum approaches in the Ngwelezane Circuit. It was a qualitative study that utilised the ...
Exploring teaching strategies used by teachers in multi-grade classrooms in rural settings in the Umlazi District.
(2020)
This study illustrates the curriculum strategies used by teachers in the multi-grade classroom in rural settings. Two schools practising multi-grade teaching were identified to generate data related to the phenomenon ...
Teachers’ experiences of implementing the English home language curriculum in grade four.
(2019)
In the endeavour of the South African government to democratise and provide an all-inclusive education system, its transformative curricula had been amended many times from the initial curriculum change of Outcomes Based ...
An exploration of foundation phase teachers’ understanding and implemementation [sic] of the inclusive education: experiences of school-based support teams in Ilembe District.
(2020)
South Africa has a history to have a large number of children who do not attend school because they are physically or intellectually impaired . In the apartheid era pre-1994, access to special schools was limited. Apartheid ...
An exploration of teachers’ experiences of curriculum adaptation to support learners with diverse learning difficulties.
(2020)
The study explored teachers’ experiences of curriculum adaptation to support learners with diverse learning difficulties in rural mainstream schools, Sayidi district, KwaZulu-Natal. I sought to understand teachers’ experiences ...
Teachers’ experiences of teaching agricultural economics to grade 12 learners: a case study of two high schools in Ugu District, KwaZulu-Natal.
(2021)
The purpose of the study was to explore the experiences of grade 12 teachers’ teaching of agricultural economics, an aspect of the agricultural sciences curriculum within selected schools in Ugu District, KwaZulu-Natal. ...
Teachers' understanding of inclusion in urban primary schools in Pinetown District.
(2020)
The study sought to interrogate the teachers' understanding of inclusion in urban primary schools in Pinetown district. The study sought to answer the critical questions: What are the teachers' understanding of inclusion ...
Personal-professional identities: stories of teachers’ lived dilemmatic experiences in the context of school quintiles.
(2020)
This study, Personal-professional identities: Stories of teachers’ lived dilemmatic experiences in the context of school quintiles, explored the identities and dilemmatic experiences of five teachers who each represented ...