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You searched for subject:( professional development). Showing records 1 – 30 of 226 total matches.

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University of KwaZulu-Natal

1. Samuel, Michael Anthony. Beyond the Garden of Eden: deep teacher professional development.

Degree: 2009, University of KwaZulu-Natal

 Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom… (more)

Subjects/Keywords: Teacher professional development.

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APA (6th Edition):

Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/10960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 18 Nov 2019.

Vancouver:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/10960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

2. [No author]. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.

Degree: Education, 2010, University of KwaZulu-Natal

 Apartheid education practices have left an indelible mark on Black students in South Africa even after 16 years of democratic rule. For many years tertiary… (more)

Subjects/Keywords: Professional development.; Education.

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APA (6th Edition):

author], [. (2010). Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/5435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Web. 18 Nov 2019.

Vancouver:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/5435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/5435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cape Town

3. Ritchie, Carol Jean. School management and the development of professional learning communities : a comparative case study.

Degree: Image, School of Education, 2010, University of Cape Town

 This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to… (more)

Subjects/Keywords: Teachers - professional development

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APA (6th Edition):

Ritchie, C. J. (2010). School management and the development of professional learning communities : a comparative case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Thesis, University of Cape Town. Accessed November 18, 2019. http://hdl.handle.net/11427/14352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Web. 18 Nov 2019.

Vancouver:

Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11427/14352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

4. Chetram, Ravinand. The management of continuous professional development at a TVET college in Kwazulu Natal.

Degree: 2017, University of South Africa

 This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective… (more)

Subjects/Keywords: Professional development (PD); Continuous professional development (CPD); Development; Quality education; Educator

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APA (6th Edition):

Chetram, R. (2017). The management of continuous professional development at a TVET college in Kwazulu Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23831

Chicago Manual of Style (16th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal.” 2017. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/23831.

MLA Handbook (7th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal.” 2017. Web. 18 Nov 2019.

Vancouver:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/23831.

Council of Science Editors:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23831


University of Pretoria

5. More, Teboho Edward. The role of the principal in educator professional development.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the… (more)

Subjects/Keywords: UCTD; Professional Development; Continuous Professional Development; Human Capital Theory; Secondary Schools

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APA (6th Edition):

More, T. E. (2017). The role of the principal in educator professional development. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60964

Chicago Manual of Style (16th Edition):

More, Teboho Edward. “The role of the principal in educator professional development.” 2017. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/60964.

MLA Handbook (7th Edition):

More, Teboho Edward. “The role of the principal in educator professional development.” 2017. Web. 18 Nov 2019.

Vancouver:

More TE. The role of the principal in educator professional development. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/60964.

Council of Science Editors:

More TE. The role of the principal in educator professional development. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60964


University of the Western Cape

6. Smith, Charles Raymond. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .

Degree: 2015, University of the Western Cape

 Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona,… (more)

Subjects/Keywords: Teacher development; Collaboration inquiry; Continuous professional development; Professional learning communities

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APA (6th Edition):

Smith, C. R. (2015). Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Thesis, University of the Western Cape. Accessed November 18, 2019. http://hdl.handle.net/11394/4943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Web. 18 Nov 2019.

Vancouver:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11394/4943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

7. Mokhele, Matseliso Lineo. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .

Degree: 2011, University of South Africa

 Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective… (more)

Subjects/Keywords: Continuing professional development; Teacher perspectives; Classroom practices; Continuing professional development programme

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APA (6th Edition):

Mokhele, M. L. (2011). Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4871

Chicago Manual of Style (16th Edition):

Mokhele, Matseliso Lineo. “Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .” 2011. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/4871.

MLA Handbook (7th Edition):

Mokhele, Matseliso Lineo. “Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .” 2011. Web. 18 Nov 2019.

Vancouver:

Mokhele ML. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/4871.

Council of Science Editors:

Mokhele ML. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4871


University of the Western Cape

8. Mettler, Eunice. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .

Degree: 2016, University of the Western Cape

 Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new… (more)

Subjects/Keywords: Skills development; Continuous professional development; Experiential learning; Continuing Professional Teacher Development (CPTD)

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APA (6th Edition):

Mettler, E. (2016). Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Thesis, University of the Western Cape. Accessed November 18, 2019. http://hdl.handle.net/11394/5355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Web. 18 Nov 2019.

Vancouver:

Mettler E. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11394/5355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mettler E. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

9. Mbowane, Clement Kapase. Exploring the educational significance of science fairs for high school science teachers.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 In this study, the researcher sought to understand why teachers of Physical Sciences participate in the South African 'Eskom Expo for Young Scientists'. This was… (more)

Subjects/Keywords: UCTD; Educational significance; Inquiry based learning; Professional Identity; Professional Development

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APA (6th Edition):

Mbowane, C. (2017). Exploring the educational significance of science fairs for high school science teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60958

Chicago Manual of Style (16th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/60958.

MLA Handbook (7th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Web. 18 Nov 2019.

Vancouver:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/60958.

Council of Science Editors:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60958


University of South Africa

10. Cunze, Magdalena Johanna. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.

Degree: 2016, University of South Africa

 This study explores and describes the perceptions of student nurses regarding professional nurses as role models in the clinical learning environment. An exploratory-descriptive qualitative approach… (more)

Subjects/Keywords: Clinical learning environment; Professional development; Professional nurse; Role model; Student nurses

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APA (6th Edition):

Cunze, M. J. (2016). Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22264

Chicago Manual of Style (16th Edition):

Cunze, Magdalena Johanna. “Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.” 2016. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/22264.

MLA Handbook (7th Edition):

Cunze, Magdalena Johanna. “Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.” 2016. Web. 18 Nov 2019.

Vancouver:

Cunze MJ. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/22264.

Council of Science Editors:

Cunze MJ. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22264


University of Pretoria

11. Tlhakola, Malesela Albert. Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development.

Degree: Education Management and Policy Studies, 2014, University of Pretoria

 The claim by the South African Democratic Teachers’ Union (SADTU) that it is investing more of its resources in teacher professional development than in supporting… (more)

Subjects/Keywords: Educators; Trade union; Professional development; Perceptions; UCTD

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APA (6th Edition):

Tlhakola, M. A. (2014). Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40463

Chicago Manual of Style (16th Edition):

Tlhakola, Malesela Albert. “Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development.” 2014. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/40463.

MLA Handbook (7th Edition):

Tlhakola, Malesela Albert. “Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development.” 2014. Web. 18 Nov 2019.

Vancouver:

Tlhakola MA. Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/40463.

Council of Science Editors:

Tlhakola MA. Perceptions of educators about the involvement of the South African Democratic Teachers' Union in professional development. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40463


University of Pretoria

12. Kekana, M.D. The assumptions, values and beliefs of principals regarding school leadership and management.

Degree: MEd, Education Management and Policy Studies, 2014, University of Pretoria

 This study explored the assumptions, values and beliefs of principals regarding school leadership and management in Limpopo Province of South Africa. The study was necessitated… (more)

Subjects/Keywords: School Leadership; Professional Educator Development; UCTD

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APA (6th Edition):

Kekana, M. D. (2014). The assumptions, values and beliefs of principals regarding school leadership and management. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43368

Chicago Manual of Style (16th Edition):

Kekana, M D. “The assumptions, values and beliefs of principals regarding school leadership and management.” 2014. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/43368.

MLA Handbook (7th Edition):

Kekana, M D. “The assumptions, values and beliefs of principals regarding school leadership and management.” 2014. Web. 18 Nov 2019.

Vancouver:

Kekana MD. The assumptions, values and beliefs of principals regarding school leadership and management. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/43368.

Council of Science Editors:

Kekana MD. The assumptions, values and beliefs of principals regarding school leadership and management. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43368


University of South Africa

13. Luningo, Mziwonke. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.

Degree: 2015, University of South Africa

 Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive… (more)

Subjects/Keywords: Professional development; Support; Implement; Inclusive education

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APA (6th Edition):

Luningo, M. (2015). Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18603

Chicago Manual of Style (16th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/18603.

MLA Handbook (7th Edition):

Luningo, Mziwonke. “Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape.” 2015. Web. 18 Nov 2019.

Vancouver:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/18603.

Council of Science Editors:

Luningo M. Professional development for supporting teachers in implementing inclusive education : a case study of six schools in Butterworth and Dutywa districs, Eastern Cape. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18603


University of South Africa

14. Matsebane, Thobja Marcus. Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province.

Degree: 2015, University of South Africa

 Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that… (more)

Subjects/Keywords: Induction; Orientation; Mentoring; Beginner educator; Professional development

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APA (6th Edition):

Matsebane, T. M. (2015). Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19961

Chicago Manual of Style (16th Edition):

Matsebane, Thobja Marcus. “Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province.” 2015. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/19961.

MLA Handbook (7th Edition):

Matsebane, Thobja Marcus. “Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province.” 2015. Web. 18 Nov 2019.

Vancouver:

Matsebane TM. Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/19961.

Council of Science Editors:

Matsebane TM. Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19961


University of South Africa

15. Robinson, Helen Elizabeth. Quality management in occupational therapy .

Degree: 2011, University of South Africa

 Although quality management is used in occupational therapy in South Africa, no comprehensive description or standardisation of it exists. Literature in the context of this… (more)

Subjects/Keywords: Quality management; Occupational therapy; Professional development

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APA (6th Edition):

Robinson, H. E. (2011). Quality management in occupational therapy . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5034

Chicago Manual of Style (16th Edition):

Robinson, Helen Elizabeth. “Quality management in occupational therapy .” 2011. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/5034.

MLA Handbook (7th Edition):

Robinson, Helen Elizabeth. “Quality management in occupational therapy .” 2011. Web. 18 Nov 2019.

Vancouver:

Robinson HE. Quality management in occupational therapy . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/5034.

Council of Science Editors:

Robinson HE. Quality management in occupational therapy . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5034


University of Pretoria

16. Bukari, Zacchaeus. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa.

Degree: Curriculum Studies, 2008, University of Pretoria

 Following the attention given by the Jomtien Declaration to the need for partnerships and collaboration in the promotion of educational improvement (World Declaration on Education… (more)

Subjects/Keywords: Sustainability and science education; Professional development; Educational development; Dialogue; Partnership; UCTD

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APA (6th Edition):

Bukari, Z. (2008). A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25213

Chicago Manual of Style (16th Edition):

Bukari, Zacchaeus. “A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa.” 2008. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/25213.

MLA Handbook (7th Edition):

Bukari, Zacchaeus. “A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa.” 2008. Web. 18 Nov 2019.

Vancouver:

Bukari Z. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/25213.

Council of Science Editors:

Bukari Z. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25213


University of Pretoria

17. Lekome, Botsang Patricia. Professional development of primary school educators through the developmental appraisal system.

Degree: Curriculum Studies, 2008, University of Pretoria

 This thesis deals with the developmental appraisal system which was introduced in 1998 to address the professional development of educators in the Republic of South… (more)

Subjects/Keywords: Professional development; Judgement appraisal; Evaluation; Appraisal; Development appraisal; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lekome, B. (2008). Professional development of primary school educators through the developmental appraisal system. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27909

Chicago Manual of Style (16th Edition):

Lekome, Botsang. “Professional development of primary school educators through the developmental appraisal system.” 2008. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/27909.

MLA Handbook (7th Edition):

Lekome, Botsang. “Professional development of primary school educators through the developmental appraisal system.” 2008. Web. 18 Nov 2019.

Vancouver:

Lekome B. Professional development of primary school educators through the developmental appraisal system. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/27909.

Council of Science Editors:

Lekome B. Professional development of primary school educators through the developmental appraisal system. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/27909


University of Pretoria

18. [No author]. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa .

Degree: 2008, University of Pretoria

 Following the attention given by the Jomtien Declaration to the need for partnerships and collaboration in the promotion of educational improvement (World Declaration on Education… (more)

Subjects/Keywords: Sustainability and science education; Professional development; Educational development; Dialogue; Partnership; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06032008-124651/

Chicago Manual of Style (16th Edition):

author], [No. “A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa .” 2008. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://upetd.up.ac.za/thesis/available/etd-06032008-124651/.

MLA Handbook (7th Edition):

author], [No. “A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa .” 2008. Web. 18 Nov 2019.

Vancouver:

author] [. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Nov 18]. Available from: http://upetd.up.ac.za/thesis/available/etd-06032008-124651/.

Council of Science Editors:

author] [. A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06032008-124651/


University of Pretoria

19. [No author]. Professional development of primary school educators through the developmental appraisal system .

Degree: 2008, University of Pretoria

 This thesis deals with the developmental appraisal system which was introduced in 1998 to address the professional development of educators in the Republic of South… (more)

Subjects/Keywords: Professional development; Judgement appraisal; Evaluation; Appraisal; Development appraisal; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). Professional development of primary school educators through the developmental appraisal system . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09122008-152948/

Chicago Manual of Style (16th Edition):

author], [No. “Professional development of primary school educators through the developmental appraisal system .” 2008. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

MLA Handbook (7th Edition):

author], [No. “Professional development of primary school educators through the developmental appraisal system .” 2008. Web. 18 Nov 2019.

Vancouver:

author] [. Professional development of primary school educators through the developmental appraisal system . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Nov 18]. Available from: http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

Council of Science Editors:

author] [. Professional development of primary school educators through the developmental appraisal system . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-09122008-152948/


University of KwaZulu-Natal

20. Msomi, Derrick Mthandeni. An exploration of teacher learning in Grade 12 history professional development workshops.

Degree: 2016, University of KwaZulu-Natal

 This exploratory study focuses on teacher learning in Grade 12 History Professional Development Workshops. The study explores the nature and purpose of the professional development(more)

Subjects/Keywords: Theses - Education.; Professional development.; History teachers.; Teacher learning.; Teacher development studies.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Msomi, D. M. (2016). An exploration of teacher learning in Grade 12 history professional development workshops. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Msomi, Derrick Mthandeni. “An exploration of teacher learning in Grade 12 history professional development workshops.” 2016. Thesis, University of KwaZulu-Natal. Accessed November 18, 2019. http://hdl.handle.net/10413/15917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Msomi, Derrick Mthandeni. “An exploration of teacher learning in Grade 12 history professional development workshops.” 2016. Web. 18 Nov 2019.

Vancouver:

Msomi DM. An exploration of teacher learning in Grade 12 history professional development workshops. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10413/15917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Msomi DM. An exploration of teacher learning in Grade 12 history professional development workshops. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

21. Mokua, Beauty. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .

Degree: 2010, North-West University

 Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The… (more)

Subjects/Keywords: Evaluation; Curriculum; Curriculum Development; Curriculum Change; Change Agents; Empowerment; Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mokua, B. (2010). An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mokua, Beauty. “An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .” 2010. Thesis, North-West University. Accessed November 18, 2019. http://hdl.handle.net/10394/4863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mokua, Beauty. “An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua .” 2010. Web. 18 Nov 2019.

Vancouver:

Mokua B. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . [Internet] [Thesis]. North-West University; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10394/4863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mokua B. An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

22. Kgapola, Mmaledimo Prudence. Professional accountant’s perspective of skills required to move into management position .

Degree: 2015, North-West University

 In South Africa skills shortage is a predicament and so is the shortage of professional accountants. Another issue at hand is how educational institutions do… (more)

Subjects/Keywords: Professional accountant; Career advancement; Accountancy careers; Continued professional development; Management skills; Managers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kgapola, M. P. (2015). Professional accountant’s perspective of skills required to move into management position . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/17109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kgapola, Mmaledimo Prudence. “Professional accountant’s perspective of skills required to move into management position .” 2015. Thesis, North-West University. Accessed November 18, 2019. http://hdl.handle.net/10394/17109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kgapola, Mmaledimo Prudence. “Professional accountant’s perspective of skills required to move into management position .” 2015. Web. 18 Nov 2019.

Vancouver:

Kgapola MP. Professional accountant’s perspective of skills required to move into management position . [Internet] [Thesis]. North-West University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10394/17109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kgapola MP. Professional accountant’s perspective of skills required to move into management position . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/17109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

23. Fokkens, Andries Marius. Idealised redesign : the South African Military Academy by the year 2030.

Degree: MPhil, 2011, Stellenbosch University

 The changing external environment of the security sector and higher education influences the South African Military Academy (SAMA) as an institution within the broader Department… (more)

Subjects/Keywords: Department of Defence, South Africa; Professional military education; Professional military development; Professional military officers; South African Military Academy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fokkens, A. M. (2011). Idealised redesign : the South African Military Academy by the year 2030. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/85386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fokkens, Andries Marius. “Idealised redesign : the South African Military Academy by the year 2030.” 2011. Thesis, Stellenbosch University. Accessed November 18, 2019. http://hdl.handle.net/10019.1/85386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fokkens, Andries Marius. “Idealised redesign : the South African Military Academy by the year 2030.” 2011. Web. 18 Nov 2019.

Vancouver:

Fokkens AM. Idealised redesign : the South African Military Academy by the year 2030. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10019.1/85386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fokkens AM. Idealised redesign : the South African Military Academy by the year 2030. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/85386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

24. Mchunu, Hamilton Themba. Linking appraisal with professional development in the integrated quality management system in South African schools .

Degree: 2014, University of South Africa

 In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public… (more)

Subjects/Keywords: Staff appraisal; Performance appraisal; Educator evaluation; Professional development; Integrated Quality Management System; Educator development; Continuous professional development of educators; Formative and summative evaluation practices; Continued professional growth; Decentralised appraisal system

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mchunu, H. T. (2014). Linking appraisal with professional development in the integrated quality management system in South African schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13750

Chicago Manual of Style (16th Edition):

Mchunu, Hamilton Themba. “Linking appraisal with professional development in the integrated quality management system in South African schools .” 2014. Doctoral Dissertation, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/13750.

MLA Handbook (7th Edition):

Mchunu, Hamilton Themba. “Linking appraisal with professional development in the integrated quality management system in South African schools .” 2014. Web. 18 Nov 2019.

Vancouver:

Mchunu HT. Linking appraisal with professional development in the integrated quality management system in South African schools . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/13750.

Council of Science Editors:

Mchunu HT. Linking appraisal with professional development in the integrated quality management system in South African schools . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13750


University of Pretoria

25. Phenduka, Ntaeboso. Internal quality assurance of a distance teacher education programme : the case of Lesotho.

Degree: Science, Mathematics and Technology Education, 2014, University of Pretoria

 This paper looks at the qualitative study of distance learning at Lesotho College of Education. In 2002 the college was tasked by the Government of… (more)

Subjects/Keywords: Continuing professional development; Constructivism; Cooperative learning; Internal quality assurance; Quality assurance; Quality teacher development programme; Professional learners; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Phenduka, N. (2014). Internal quality assurance of a distance teacher education programme : the case of Lesotho. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40394

Chicago Manual of Style (16th Edition):

Phenduka, Ntaeboso. “Internal quality assurance of a distance teacher education programme : the case of Lesotho.” 2014. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/40394.

MLA Handbook (7th Edition):

Phenduka, Ntaeboso. “Internal quality assurance of a distance teacher education programme : the case of Lesotho.” 2014. Web. 18 Nov 2019.

Vancouver:

Phenduka N. Internal quality assurance of a distance teacher education programme : the case of Lesotho. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/40394.

Council of Science Editors:

Phenduka N. Internal quality assurance of a distance teacher education programme : the case of Lesotho. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40394


University of South Africa

26. Makina, Antonia. A framework for the development of pedagogical content knowledge for secondary school statistics teachers .

Degree: 2013, University of South Africa

 The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics… (more)

Subjects/Keywords: Statistics teachers; Teacher knowledge; Pedagogical content knowledge; Statistics; Professional development; Pedagogic knowledge; Subject-content knowledge; Professional development; Educators

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APA (6th Edition):

Makina, A. (2013). A framework for the development of pedagogical content knowledge for secondary school statistics teachers . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13851

Chicago Manual of Style (16th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Masters Thesis, University of South Africa. Accessed November 18, 2019. http://hdl.handle.net/10500/13851.

MLA Handbook (7th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Web. 18 Nov 2019.

Vancouver:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10500/13851.

Council of Science Editors:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13851


University of Pretoria

27. Chambale, Nessie D. Evaluation of activities and services of Mpumalanga Education Development Centres.

Degree: MEd, Science, Mathematics and Technology Education, 2015, University of Pretoria

 Nieuwenhuis (2007) defines Education Development Centres (EDCs) as teacher support centres consisting of activities and services that support the school curriculum and contribute to the… (more)

Subjects/Keywords: UCTD; Education Development Centre; Professional development; Knowledge and skills; Key performance indicators; Activities and services

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APA (6th Edition):

Chambale, N. D. (2015). Evaluation of activities and services of Mpumalanga Education Development Centres. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/46161

Chicago Manual of Style (16th Edition):

Chambale, Nessie D. “Evaluation of activities and services of Mpumalanga Education Development Centres.” 2015. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/46161.

MLA Handbook (7th Edition):

Chambale, Nessie D. “Evaluation of activities and services of Mpumalanga Education Development Centres.” 2015. Web. 18 Nov 2019.

Vancouver:

Chambale ND. Evaluation of activities and services of Mpumalanga Education Development Centres. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/46161.

Council of Science Editors:

Chambale ND. Evaluation of activities and services of Mpumalanga Education Development Centres. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/46161


University of the Western Cape

28. Genniker, Veronique. Professional and personal development of school management teams in three rural primary schools .

Degree: 2015, University of the Western Cape

 The essential role that school management teams (SMTs) play in managing change has been debated for many years both nationally and internationally. Central to these… (more)

Subjects/Keywords: Professional development; Rural schools; School management teams; Leadership and management; Personal development

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APA (6th Edition):

Genniker, V. (2015). Professional and personal development of school management teams in three rural primary schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Genniker, Veronique. “Professional and personal development of school management teams in three rural primary schools .” 2015. Thesis, University of the Western Cape. Accessed November 18, 2019. http://hdl.handle.net/11394/4933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Genniker, Veronique. “Professional and personal development of school management teams in three rural primary schools .” 2015. Web. 18 Nov 2019.

Vancouver:

Genniker V. Professional and personal development of school management teams in three rural primary schools . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11394/4933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Genniker V. Professional and personal development of school management teams in three rural primary schools . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

29. Gerryts, Erna Wilhelmina. Using a narrative approach to develop the sense of self of a young engineer.

Degree: Educational Psychology, 2013, University of Pretoria

 There is an increasing demand for engineering talent from a growing and developing global population. Engineers are in demand because they have instigated technological developments… (more)

Subjects/Keywords: Narrative approach; Sense of self; Engineer; Case study; Employability; Professional development; Career development; UCTD

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APA (6th Edition):

Gerryts, E. W. (2013). Using a narrative approach to develop the sense of self of a young engineer. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40355

Chicago Manual of Style (16th Edition):

Gerryts, Erna Wilhelmina. “Using a narrative approach to develop the sense of self of a young engineer.” 2013. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/40355.

MLA Handbook (7th Edition):

Gerryts, Erna Wilhelmina. “Using a narrative approach to develop the sense of self of a young engineer.” 2013. Web. 18 Nov 2019.

Vancouver:

Gerryts EW. Using a narrative approach to develop the sense of self of a young engineer. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/40355.

Council of Science Editors:

Gerryts EW. Using a narrative approach to develop the sense of self of a young engineer. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40355


University of Pretoria

30. Schultz, Alma. The working environment of occupational health nurses as a determinant for professional development.

Degree: Nursing Science, 2012, University of Pretoria

 An investment in nursing education and staff development should consider the reasons for participating in continuing education and professional development in order to improve planning… (more)

Subjects/Keywords: Occupational health nurses; Working environment; Professional development; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schultz, A. (2012). The working environment of occupational health nurses as a determinant for professional development. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24802

Chicago Manual of Style (16th Edition):

Schultz, Alma. “The working environment of occupational health nurses as a determinant for professional development.” 2012. Masters Thesis, University of Pretoria. Accessed November 18, 2019. http://hdl.handle.net/2263/24802.

MLA Handbook (7th Edition):

Schultz, Alma. “The working environment of occupational health nurses as a determinant for professional development.” 2012. Web. 18 Nov 2019.

Vancouver:

Schultz A. The working environment of occupational health nurses as a determinant for professional development. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2263/24802.

Council of Science Editors:

Schultz A. The working environment of occupational health nurses as a determinant for professional development. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24802

[1] [2] [3] [4] [5] [6] [7] [8]

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