Re-imaging support for beginner teachers in relation to initial teacher education policy in South Africa
Findings from a recent study highlight beginner teacher’s perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner teachers in relation to the National Policy Framework...
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| Principais autores: | , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
Education Association of South Africa
2021-11-01
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| coleção: | South African Journal of Education |
| Assuntos: | |
| Acesso em linha: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1906/1112 |
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