Vol 42, No 3 (2022)

Table of Contents


Table of Contents Abstract PDF
Ronél Ferreira
Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries Abstract PDF
Andresa Sartor Harada, Juliana Azevedo Gomes, Oscar Ulloa Guerra, Roberto Ruiz, Rubén Calderón 11 pages
“I thought I was going to pass”: Learners’ experiences of grade retention Abstract PDF
Maureen Hadebe, Moeniera Moosa 10 pages
History education and changing epistemic beliefs about history: An intervention in initial teacher training Abstract PDF
Diego Miguel-Revilla, María Sánchez-Agustí, Teresa Carril-Merino 11 pages
Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education Abstract PDF
Lee Rusznyak, Elizabeth Walton, Jacqueline Kenny 10 pages
Service-based learning experiences of pre-service Turkish teachers: Language teaching to Syrian refugees Abstract PDF
Nurşat Biçer, Yakup Alan 11 pages
Educators’ perceptions of the life orientation programme in schools and its effect on HIV/AIDS Abstract PDF
Abiodun Folakemi Fatoba, Daniel Angaama, Meshach Bolaji Ogunniyi 8 pages
A case study of Northern Cyprus: The voice of senior academic administrators on education Abstract PDF
Ulus Irkad, Bengi Sonyel, Hamit Caner 8 pages
Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory Abstract PDF
E Randewijk, PH du Toit, AF Harding 16 pages
The effects of the attributional style on the mathematics performance of senior secondary school students Abstract PDF
Akolade Olubunmi Lapite, Jacobus Gideon Maree, Joyce Jordaan 17 pages
A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education Abstract PDF
Judith Blaine, Jacqui Akhurst 12 pages
Parents’ attitudes towards distance learning during the COVID-19 pandemic Abstract PDF
Ante Kolak, Ivan Markić, Zoran Horvat 13 pages
Parental involvement in children’s primary education: A case study from a rural district in Malawi Abstract PDF
Guðlaug Erlendsdóttir, M. Allyson Macdonald, Svanborg R. Jónsdóttir, Peter Mtika 11 pages
Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey Abstract PDF
Ismail Kilic, Mehtap Ozel 9 pages
Student teachers’ perceptions and experiences of certain modules within a transformed curriculum to foster social justice Abstract PDF
Emma Groenewald, Anthony Mpisi 12 pages
Investigating the beliefs and attitudes of teachers towards students who stutter Abstract PDF
Abdulaziz Almudhi 15 pages
Call for papers: Special issue Abstract PDF
Macalane Malindi, Johnnie Hay
Guidelines for Contributors Abstract PDF
Ronél Ferreira

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SA Journal of Education is hosted at the University of Pretoria, Faculty of Education