Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of…

There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in…

This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system…

Assessment for learning has an important role to play in self-regulated learning but the assessment interface can impact learner motivation and performance. Learners are able to assess their knowledge of learning content and, through repeated assessment and high-quality feedback, close the gap between their current performance and the performance…