Contextualising science and mathematics teacher professional development in rural areas
Science and mathematics teacher professional development in South Africa does not adequately address teachers’ pedagogical content knowledge or ability to integrate indigenous knowledge into the curriculum. This situation is partly due to traditional teacher professional development programme...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2020-12-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/4955 |