Editorial: Shifting from teacher education to child learning

Elizabeth Henning
South African Journal of Childhood Education | Vol 11, No 1 | a1139 | DOI: https://doi.org/10.4102/sajce.v11i1.1139 | © 2021 Elizabeth Henning | This work is licensed under CC Attribution 4.0
Submitted: 18 October 2021 | Published: 17 December 2021

About the author(s)

Elizabeth Henning, SARChI Chair, Faculty of Education, University of Johannesburg, Johannesburg, South Africa


No abstract available.


teacher education; child learning; foundation phase; learning difficulties; Primary Teacher Education (PrimTed)


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