Foundation Phase Educators’ Views on the Management of Professional Development in Historically Disadvantaged Schools
Foundation Phase (FP) educators are deemed productive when cohorts of learners who pass through their hands cope well with learning beyond the initial three grades of schooling. In South Africa, despite empirical evidence showing that FP educators in historically disadvantaged schools contend with...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2023-12-01
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| Series: | Research in Educational Policy and Management |
| Subjects: | |
| Online Access: | https://repamjournal.org/index.php/REPAM/article/view/173 |