Foundation phase teacher professional learning outside the formal programmes and its influence on classroom practice in KwaZulu-Natal Province

Submitted in fulfillment of the requirements of the degree of Doctor of Education, Durban University of Technology, Durban, South Africa, 2022.

Author dc:creator

• Makwara, Violet

Contributors dc:contributor

• Mukeredzi, Tabitha
• Preece, Julia

• Foundation Phase (FP)
• Teachers professional development
• Professional learning
• Early childhood education--Curricula
• Life skills--Study and teaching (Primary)--South Africa
• Literacy--Study and teaching
• Teachers--Training of

Language dc:language

en

Identifier

https://doi.org/10.51415/10321/4544

OAI identifier oai:identifier

oai:openscholar.dut.ac.za:10321/4544