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van der Merwe, Dean – South African Journal of Childhood Education, 2018
Background: In the intermediate phase of schooling, learners' academic success is largely dependent on their ability to read and write academic texts. Teachers need to teach academic language intentionally and explicitly. In order for teachers to do this, they themselves need knowledge of academic language and its features. Teacher education…
Descriptors: Academic Discourse, Language Proficiency, Case Studies, Teacher Education Programs
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Arends, Delia; Petersen, Nadine F. – South African Journal of Childhood Education, 2018
Background: The Faculty of Education at the University of Johannesburg, like many other universities worldwide, has a strong focus on first-year experience programmes to promote student academic and social enculturation. Aim: In this article, we report on students' views of the role of an education excursion as cohesive device. We were…
Descriptors: Field Trips, Student Teachers, Student Teacher Attitudes, Social Integration
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Ekdahl, Anna-Lena; Venkat, Hamsa; Runesson, Ulla; Askew, Mike – South African Journal of Childhood Education, 2018
In this article, we present aspects of teaching that draw attention to connections--both within and between examples--in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of…
Descriptors: Foreign Countries, Grade 3, Elementary Education, Teaching Methods
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Godsell, Sarah – South African Journal of Childhood Education, 2016
This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: 'what is history?', 'what is history to you?' and 'who writes history?' Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a…
Descriptors: Foreign Countries, College Freshmen, History, Concept Formation
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Naude, Francois – South African Journal of Childhood Education, 2015
This study aimed at finding out how young children express their thinking about some of the themes in the early-grades school science curriculum. Foundation-phase children at a primary school in Soweto, Johannesburg, were interviewed after they had watched classroom demonstrations of the production of carbon dioxide gas, absorption of water and…
Descriptors: Logical Thinking, Astronomy, Biology, Chemistry
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Petker, Gadija; Petersen, Nadine – South African Journal of Childhood Education, 2014
This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for…
Descriptors: Teacher Education Programs, Service Learning, Foreign Countries, Teacher Qualifications
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Hutchinson, Erica – South African Journal of Childhood Education, 2011
This study explored the patterning abilities of eight children between the ages of four and five and a half. Task-based interviews were conducted where children were required to produce their own repeat pattern, to copy and extend a given repeat pattern, and complete missing parts of a repeat pattern. The findings show that most children were able…
Descriptors: Mathematical Concepts, Mathematics Instruction, Numeracy, Preschool Children