Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes
Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2017-03-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/435 |