| Description |
1 online resource (219 p.) |
| Series |
Perspectives on Education in Africa Ser |
|
Perspectives on Education in Africa Ser
|
| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- List of Contributors -- Acknowledgements -- Introduction -- 1 How we Teach is What we Teach -- 2 Mentor Teachers Matter in the Ecosystem of the School Practicum -- 3 Disparate Understandings of the Nature, Purpose, and Practices of Reflection in Teacher Education -- 4 Lessons From Large-Scale Reading Studies for Initial and Continuous Teacher Development -- 5 What Future Teachers Need to Know about Executive Functions in the Early Grades' Learner |
|
6 A School-University Partnership for Teacher Education in Soweto, Johannesburg -- 7 How a Rural School was Developed to Become a Practice Learning Site for Pre-Service Teachers -- 8 Teacher Educators of Numeracy: 'Signifying' Standards of Pedagogy -- 9 Theory-Based Early Numeracy Programme Adapted to Learners' Pre-Knowledge: The 'Meerkat Maths' Programme -- 10 Student Teachers' Mathematical Knowledge Gains through a Problem-Solving Instructional Approach -- 11 Film as Teacher Education Genre: Developing Student Agency in the Production of #Taximaths |
|
12 Where Schools and Universities (Can) Meet in Work-Integrated Teacher Learning -- 13 Border-Crossings of Indigenous Knowledge in Science Teacher Education -- Conclusion -- Index |
| Notes |
Description based upon print version of record |
| Form |
Electronic book
|
| Author |
Henning, Elizabeth
|
| ISBN |
9781000219883 |
|
1000219887 |
|
