The expectation is that pre-service teachers that are specializing in the teaching of primary school natural science, ought to make use of teaching approaches that will allow them to engage learners in a joyful yet meaningful science learning experience. One such teaching approach to be considered is regarded as board game-based teaching. This…

There is a consensus amongst scholars that learning from student feedback depends on how the feedback is sought and used by the individual teachers. Using Hand and Rowe's (2001) framework of eliciting and using student feedback, the purpose of this self-study was to investigate how I, as a novice teacher educator, can use dialogue with my students…

This formative paper reviews the recent expansion in online teacher education programmes for "Education for Sustainable Development" (ESD) in southern Africa. The research informs the design of resource-based learning. An activity systems approach and a preliminary mapping of the design features for online learning for ESD enabled us to…

Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems' degradation. The research sought to explore pre-service science teachers' views concerning scientific investigations and sustainable development goals, and synergy between skills and different…

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs? experimental learning as a conceptual…

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective…

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice in education and how these intersect with teacher development and professional development. Given…

Background: A lack of student 'buy-in' and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was…

Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that…

Pre-service teacher training (PTT), programs are required to emphasise the importance of enhancing the theory practice nexus and on constantly developing a sense of teacher identity and teaching competencies (Liu & Low, 2015) for the 21st Century learners. The 21st Century Curriculum Research Project (21CP) sought to explore how pre-service…

This case study explores students' perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital…

The study sought to investigate teachers' perspectives on how the teacher education curriculum could be transformed to be relevant for basic schooling and contribute to sustainable development. The objective was to understand the views of the university lecturers, teachers in schools and teacher trainees on the relevance of the curriculum offered…

The aim of the study was to determine the effects of a dialogical argumentation instructional model (DAIM) on pre-service teachers' ability to solve conceptual maths-in-physics (MIP) problems. Using a quasi-experimental design the study included two equal groups of pre-service teachers (N = 40) to follow two instructional methods in which the…

Course outlines for science teachers, designed and developed at 6 universities, were critically analysed and compared with the guidelines for science education set out in the national policy framework known as the Minimum Requirements for Teacher Education Qualifications (MRTEQ) to identify the characteristics of a competent science teacher.…

Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world…