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Search on : GEDULD, DEIDRE [Author]
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 Sathorar, Heloise and Geduld, Deidre Towards decolonising teacher education: Reimagining the relationship between theory and praxis. S. Afr. j. educ., Nov 2018, vol.38, no.4, p.1-12. ISSN 0256-0100
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 Geduld, Deidre and Sathorar, Heloise Leading curriculum change: Reflections on how Abakhwezeli stoked the fire. S. Afr. j. educ., Nov 2016, vol.36, no.4, p.1-13. ISSN 0256-0100
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 Zinn, Denise et al. 'Learning walks': Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum. SAJCE, 2014, vol.4, no.3, p.103-121. ISSN 2223-7682
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 Geduld, Deidre and Sathorar, Heloise Transforming teacher education: Using community mapping to read the word and world. Journal of Education, 2022, no.86, p.21-39. ISSN 2520-9868
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 Geduld, Deidre, Sathorar, Heloise and Moeng, Muki Reflecting on BEd students' experiences of unfamiliar school contexts during school-based learning: A proposition for transformative learning. Journal of Education, 2020, no.80, p.87-105. ISSN 2520-9868
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 Sathorar, Heloise and Geduld, Deidre Reflecting on lecturer dispositions to decolonise teacher education. Journal of Education, 2019, no.76, p.108-127. ISSN 2520-9868
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 Sathorar, Heloise et al. Leading for Sustainability and Empowerment: Reflecting on the Power of Collaboration and Humanising Pedagogy. Educ. res. soc. change, Oct 2023, vol.12, no.2, p.78-95. ISSN 2221-4070
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 Geduld, Deidre, Nthimbane, Koketsu and Kagola, Obakeng Humanising Online Teaching and Learning in the BEd. Foundation Phase Programme: Moving Beyond Covid-19. Educ. res. soc. change, Oct 2023, vol.12, no.2, p.62-77. ISSN 2221-4070
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