Vol 4, No 3 (2014)

Browse Archives

Editorial
The status and the power of a foundation phase teacher
Nadine Petersen, Sarah Gravett
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South African Journal of Childhood Education | Vol 4, No 3 | a236 | 30 December 2014

Original Research
‘Minding the gap?’ A national foundation phase teacher supply and demand analysis: 2012-2020
Whitfield Green, Michael Adendorff, B Mathebula
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South African Journal of Childhood Education | Vol 4, No 3 | a222 | 30 December 2014

Original Research
Becoming a (male) foundation phase teacher: A need in South African schools?
Nontokoza Mashiya
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South African Journal of Childhood Education | Vol 4, No 3 | a224 | 30 December 2014

Original Research
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa
Clare Verbeek
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South African Journal of Childhood Education | Vol 4, No 3 | a225 | 30 December 2014

Original Research
The reading literacy profiles of first-year BEd foundation phase students
Carisma Nel, Aninda Adam
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South African Journal of Childhood Education | Vol 4, No 3 | a226 | 30 December 2014

Original Research
Foundation phase teachers’ (limited) knowledge of geometry
Kakoma Luneta
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South African Journal of Childhood Education | Vol 4, No 3 | a228 | 30 December 2014

Original Research
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
Zubeida Desai, Vuyokazi Nomlomo
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South African Journal of Childhood Education | Vol 4, No 3 | a227 | 30 December 2014

Original Research
‘Learning walks’: Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum
Denise Zinn, Deidre Geduld, Aletta Delport, Christina Jordaan
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South African Journal of Childhood Education | Vol 4, No 3 | a230 | 30 December 2014

Original Research
Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers
Gadija Mia Petker, Nadine Petersen
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South African Journal of Childhood Education | Vol 4, No 3 | a231 | 30 December 2014

Original Research
Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme
Annemarie Fritz-Stratmann, Antje Ehlert, Gabriele Klüsener
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South African Journal of Childhood Education | Vol 4, No 3 | a232 | 30 December 2014

Original Research
A research base for teaching in primary school: a coherent scholarly focus on the object of learning
Ruksana Osman, Shirley Booth
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South African Journal of Childhood Education | Vol 4, No 3 | a233 | 30 December 2014

Original Research
Towards a governance and management model for teaching schools in South Africa
Sarah Gravett, Coert Loock
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South African Journal of Childhood Education | Vol 4, No 3 | a237 | 30 December 2014