Home ▶ Vol 4, No 3 (2014) ▶ Zinn

 

1. Professional development for physical education teachers: A participatory approach to identifying learning needs
Samantha Kahts-Kramer, Lesley Wood
South African Journal of Education  vol: 43  issue: 2  first page: 1  year: 2023  
doi: 10.15700/saje.v43n2a2213

2. Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice
Deborah A. Arasomwan, Nontokozo Mashiya
South African Journal of Childhood Education  vol: 11  issue: 1  year: 2021  
doi: 10.4102/sajce.v11i1.700

3. Exploring South African history textbook access and usage as pathways to inequality in the post-democratic era
Pranitha Bharath
Human Rights Education Review  vol: 9  issue: 1  first page: 39  year: 2026  
doi: 10.1080/25355406.2025.2563559

4. Grade R teachers’ understanding of reflective practice
Ailsa S. Connelly, Naseema Shaik, Cina Mosito
South African Journal of Childhood Education  vol: 10  issue: 1  year: 2020  
doi: 10.4102/sajce.v10i1.842

5. Strategy to improve a conversational isiXhosa module: Insights gained from ‘out-of-class’ experiences of Foundation phase English/Afrikaans students
NN Mayaba
South African Journal of African Languages  vol: 36  issue: 2  first page: 133  year: 2016  
doi: 10.1080/02572117.2016.1252006

6. Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden
Ludvig Sunnemark, Fredrik Sunnemark, Karl Dahlquist, Emil Gahnström, Per Assmo, Laurence Piper
Critical Studies in Education  vol: 65  issue: 4  first page: 403  year: 2024  
doi: 10.1080/17508487.2023.2294462

7. Rethinking WIL for an academic discipline: the model of Work Integrated Political Studies (WIPS)
Laurence Piper, Karl Dahlquist, Fredrik Sunnemark, Per Assmo
Cogent Education  vol: 10  issue: 1  year: 2023  
doi: 10.1080/2331186X.2023.2191397