Contextualising science and mathematics teacher professional development in rural areas

Contextualising science and mathematics teacher professional development in rural areas

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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...

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Bibliographic Details
Main Authors: Melissa Speight Vaugh, Josef de Beer
Format: Article
Language:English
Published: University of the Free State 2020-12-01
Series:Perspectives in Education
Subjects:
Teacher professional development
Contextualised curriculum
Indigenous knowledge
Rural areas
Science and citizenship education
Online Access:http://journals.ufs.ac.za/index.php/pie/article/view/4955

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