Vol. 34 No. 1 (2016)

Research articles

• Why academic depth and rigour in university-based coursework matters for prospective teachers

  Lee Rusznyak, Robert Balfour, Willie van Vollenhoven, Lungi Sosibo

  1-9

  • PDF

• Thinking, language and learning in initial teacher education

  Nick Taylor

  10-26

  • PDF

• Ensuring academic depth and rigour in teacher education through benchmarking, with special attention to context

  H. J. Steyn, J. L. van der Walt, C. C. Wolhuter

  27-39

  • PDF

• Humanising pedagogy: An alternative approach to curriculum design that enhances rigour in a B.Ed. programme

  Deidre Geduld, Heloise Sathorar

  40-52

  • PDF

• The struggle for academic rigour in assessment education

  Carola Steinberg, Tom Waspe

  53-67

  • PDF

• Transforming taxonomies into rubrics: Using SOLO in social science and inclusive education

  Lauren Rembach, Laura Dison

  68-83

  • PDF

• Approaches to assessing preservice teachers’ learning in authentic and rigorous ways: The case of an inclusive education module

  Elizabeth Walton, Lee Rusznyak

  84-101

  • PDF

• How much of what? An analysis of the espoused and enacted mathematics and English curricula for intermediate phase student teachers at five South African universities

  Lynn Bowie, Yvonne Reed

  102-119

  • PDF

• Risky writing: Working with a heteroglossic pedagogy to deepen pre-service teachers’ learning

  Belinda Mendelowitz, Kerryn Dixon

  120-134

  • PDF

• Deepening pre-service secondary teachers’ mathematical content knowledge through engaging with peers’ mathematical contributions

  - Pournara

  135-149

  • PDF

• Making a case for exact language as an aspect of rigour in initial teacher education mathematics programmes

  Pieter van Jaarsveld

  150-166

  • PDF

• Thinking together through pictures: The community of philosophical enquiry and visual analysis as a transformative pedagogy

  - Giorza

  167-181

  • PDF

• Deepening visual literacy through the use of metacognitive reading instruction strategies

  Georina Westraadt

  182-198

  • PDF

• From theory to practice: Beginner teachers’ experiences of the rigour of the Postgraduate Certificate in Education programme

  Vuyokazi Nomlomo, Zilungile Sosibo

  199-215

  • PDF

• Towards a theoretical framework for understanding PGCE student teacher learning in the Wild Coast Rural Schools’ Partnership project

  Jane Pennefather

  216-229

  • PDF