Table of Contents
Table of Contents
Foreword
Introduction and Orientation Perspective
Chapter 1. Practicing Teachers’ Perceptions of Teacher Trainees: Implications for Teacher Education
Alice Merab Kagoda and John Sentongo (Professor of Education, Department of Humanities and Language Education, and Department of Science, Technical and Vocational Education, School of Education, Makerere University, Uganda)
Chapter 2. Challenges of Delivering Quality Teaching Practice Services to Students
H.H. Chikuya (Zimbabwe Council for Higher Education, Zimbabwe)
Chapter 3. Professional Growth and Development of the Teacher: An Imperative of the Education Profession
S.M. Matlabe and E.R. Mathipa (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 4. The Role of Ethics in Building the Professional Character of the Teacher
E.R. Mathipa, D.M. Mampuru and S.S. Mukhari (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 5. Voices of Teachers on the Teaching of Reading Skills to Learners with Reading Problems at Foundation Phase: A Case Study of Five Primary Schools
N.P. Mudzielwana (University of Venda, Thohoyandou, South Africa)
Chapter 6. ICT Opportunities and Threats in Implementing Teaching Practice Programmes
B. Madlela (Nelson Mandela Metropolitan University (NMMU), Port Elizabeth, South Africa)
Chapter 7. Quality Assurance of Teaching Practice Materials at Unisa
Q.K. Semuli, Dr. V. Nkonyane and Prof E.R. Mathipa (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 8. Voices from Zimbabwe on why Men Avoid Literacy Programme
E. R. Mathipa, Q.K Semuli and Dr. D. Midzi (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 9. The Reaction of Supervisors Towards an Introduction of Tablet Devices During Teaching Practice Supervision
B. Matsoso (Cape Peninsula University of Technology, Cape Town, South Africa)
Chapter 10. A Reflection on High School Learners’ Need for Education for Democracy: A South African Situation
E.R. Mathipa, L. Higgs and T.J. Tlhapi (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 11. Historico-Comparative Description of how Teachers in the Racially Segregated Apartheid South Africa Were Trained
E.R. Mathipa (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 12. Teacher Factors Influencing the use of ICT in Teaching and Learning in South African Urban Schools
S.S. Mukhari and E.R. Mathipa (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 13. Preparation of Mathematics Teachers: Pedagogical Issues
Z.M.M. Jojo (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 14. Teacher Practices that Promote School Violence
Tshilidzi Netshitangani (University of South Africa, Pretoria, Gauteng, South Africa)
Chapter 15. Critical Thinking as an Important Skill: A Case Study of ODL Students on Teaching Practice
Christopher Rwodzi (Tshwane University of Technology, Pretoria, South Africa)
Chapter 16. In Search of Learning for Perspective Transformation in Teacher Education: A Case for Teaching Practice
M.R.M. Molefe (Tshwane University of Technology, Pretoria, South Africa)
Chapter 17. Ensuring Quality Teaching Practice in Higher Education Institutions
S.T. Mampane (University of South Africa, Pretoria, South Africa)
Chapter 18. Students’ Self-Assessment of their Performance in Relation to a Teaching Practice Assessment Instrument
L.M.P. Mulaudzi (University of Venda, Thohoyandou, South Africa)
Chapter 19. The Language Teachers’ Concept of Assessment: Ensuring Alignment of Teaching, Learning and Assessment
P.M. Sebate (University of South Africa, Pretoria, South Africa)
Chapter 20. Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge: Assessing Learners’ Operation of Numbers using a Number Line
M.M. Phoshoko (University of South Africa, Pretoria, South Africa)
About the Editors
Index
