 Editorial |
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| | · The status and the power of a foundation phase teacher
Petersen, Nadine; Gravett, Sarah
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| Articles |
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| | · 'Minding the gap?' A national foundation phase teacher supply and demand analysis: 2012-2020
Green, Whitfield; Adendorff, Michael; Mathebula, Bongekile
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| | · Becoming a (male) foundation phase teacher: A need in South African schools?
Mashiya, Nontokozo
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| | · Critical reflections on the PGCE (Foundation Phase) qualification in South Africa
Verbeek, Clare
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| | · The reading literacy profiles of first-year BEd foundation phase students
Nel, Carisma; Adam, Aninda
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| | · Foundation phase teachers' (limited) knowledge of geometry
Luneta, Kakoma
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| | · Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
Nomlomo, Vuyokazi; Desai, Zubeida
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| | · 'Learning walks': Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum
Zinn, Denise; Geduld, Deidre; Delport, Aletta; Jordaan, Christina
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| | · Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers
Petker, Gadija; Petersen, Nadine
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| | · Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: The 'Calculia' programme
Fritz-Stratmann, Annemarie; Ehlert, Antje; Klüsener, Gabriele
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| | · A research base for teaching in primary school: A coherent scholarly focus on the object of learning
Osman, Ruksana; Booth, Shirley
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| | · Towards a governance and management model for teaching schools in South Africa
Loock, Coert; Gravett, Sarah
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