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The book includes the traditional foci of philosophy, sociology,
psychology, and teaching and learning, and emphasises how these
foci influence the practice of teaching. Classic theories, that
informed and continue to inform teacher education, have dominated
the engagement within education but this book shifts focus to
current research and innovative theories that have evolved to
promote teaching and learning in a challenging and complex
educational context. Hence, this book makes a deliberate attempt to
map out influential classical theories that have informed the study
of Education as a backdrop to explore how contemporary theories are
currently influencing teaching and learning.
Quality Assessment In South African Schools provides a balanced view of assessment in terms of the policy statement on assessment for South African schools. The book offers guidance through recommended assessment guidelines and principles which will help teachers to design and implement sound, meaningful learner assessment strategies.
This second edition contains:
- a new chapter on blended learning
- a strong focus on remote learning throughout the book in order to mirror recent changes in teaching and learning
- new text on leadership in assessment
- open book testing as an assessment technique
- updated examples of reporting and recording
This book investigates opportunities available to enable the
transformation of post-apartheid teacher education through
examining two cases of professional practice. It aims to:
critically examine the implications of social issues, particularly
environmental issues, for pedagogical practices generally and for
South African pedagogical work in particular; critically review the
changing socio-historical determinants of pedagogical practices in
South African teacher education; investigate changing pedagogical
practices by describing and reflecting on work done in the author's
own professional contexts as a science/environmental teacher
educator at a historically Afrikaner university. The book offers
insights into the complexities of change at the micro-level of
classroom practices. But, importantly also contextualises these
micro-level pedagogical practices within broader socio-historical
determinants and provides praxiological comments on post-apartheid
education policies. The research also initiates an investigation
into the social organisation of trust in post-apartheid South
Africa.
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