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You searched for subject:(professional learning). Showing records 1 – 30 of 95 total matches.

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University of Pretoria

1. 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 October 20, 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. 20 Oct 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 Oct 20]. 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 the Western Cape

2. 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 October 20, 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. 20 Oct 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 Oct 20]. 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

3. 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 October 20, 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. 20 Oct 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 Oct 20]. 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 the Western Cape

4. 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 October 20, 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. 20 Oct 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 Oct 20]. 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


Stellenbosch University

5. Cronje, Franci. Towards a professional learning framework for academics in a private higher education environment.

Degree: Education Policy Studies, 2017, Stellenbosch University

ENGLISH ABSTRACT : Within the context of re-positioning academic professional development as professional learning to place the focus on what the lecturer does, this research… (more)

Subjects/Keywords: Professional learning framework; Private Higher Education; Continuous professional learning; UCTD; Private education, Higher  – South Africa; College teachers  – South Africa

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APA (6th Edition):

Cronje, F. (2017). Towards a professional learning framework for academics in a private higher education environment. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102898

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):

Cronje, Franci. “Towards a professional learning framework for academics in a private higher education environment.” 2017. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/102898.

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

MLA Handbook (7th Edition):

Cronje, Franci. “Towards a professional learning framework for academics in a private higher education environment.” 2017. Web. 20 Oct 2019.

Vancouver:

Cronje F. Towards a professional learning framework for academics in a private higher education environment. [Internet] [Thesis]. Stellenbosch University; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/102898.

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

Council of Science Editors:

Cronje F. Towards a professional learning framework for academics in a private higher education environment. [Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102898

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


University of Pretoria

6. Boshoff, Annette. Professional development of academic staff in private higher education: Living theory: Mentorship.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 A common phenomenon in the private higher education environment is that lecturers are highly qualified subject specialists and conduct research mainly in areas in their… (more)

Subjects/Keywords: Continual professional development; Herrmann Whole Brain®; Innovative facilitating learning; Learning style; Lifelong learning; UCTD; Posters; Sing-along learning

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APA (6th Edition):

Boshoff, A. (2014). Professional development of academic staff in private higher education: Living theory: Mentorship. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43272

Chicago Manual of Style (16th Edition):

Boshoff, Annette. “Professional development of academic staff in private higher education: Living theory: Mentorship.” 2014. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/43272.

MLA Handbook (7th Edition):

Boshoff, Annette. “Professional development of academic staff in private higher education: Living theory: Mentorship.” 2014. Web. 20 Oct 2019.

Vancouver:

Boshoff A. Professional development of academic staff in private higher education: Living theory: Mentorship. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/43272.

Council of Science Editors:

Boshoff A. Professional development of academic staff in private higher education: Living theory: Mentorship. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43272


University of Pretoria

7. Chabedi, Moleboge Antonia. The mentoring role of unit managers in a clinical psychiatric setting.

Degree: Nursing Science, 2011, University of Pretoria

 The concept ‘mentoring’ in nursing is not a new concept as such and has probably been used in a variety of situations and given many… (more)

Subjects/Keywords: Psychiatric clinical learning environment; Clinical skills; Student nurses; Unit managers; Managers; Professional learning; Healthcare; UCTD

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

APA (6th Edition):

Chabedi, M. (2011). The mentoring role of unit managers in a clinical psychiatric setting. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25748

Chicago Manual of Style (16th Edition):

Chabedi, Moleboge. “The mentoring role of unit managers in a clinical psychiatric setting.” 2011. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/25748.

MLA Handbook (7th Edition):

Chabedi, Moleboge. “The mentoring role of unit managers in a clinical psychiatric setting.” 2011. Web. 20 Oct 2019.

Vancouver:

Chabedi M. The mentoring role of unit managers in a clinical psychiatric setting. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/25748.

Council of Science Editors:

Chabedi M. The mentoring role of unit managers in a clinical psychiatric setting. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25748


University of Pretoria

8. [No author]. The mentoring role of unit managers in a clinical psychiatric setting .

Degree: 2011, University of Pretoria

 The concept ‘mentoring’ in nursing is not a new concept as such and has probably been used in a variety of situations and given many… (more)

Subjects/Keywords: Psychiatric clinical learning environment; Clinical skills; Student nurses; Unit managers; Managers; Professional learning; Healthcare; UCTD

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

APA (6th Edition):

author], [. (2011). The mentoring role of unit managers in a clinical psychiatric setting . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06222011-150441/

Chicago Manual of Style (16th Edition):

author], [No. “The mentoring role of unit managers in a clinical psychiatric setting .” 2011. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://upetd.up.ac.za/thesis/available/etd-06222011-150441/.

MLA Handbook (7th Edition):

author], [No. “The mentoring role of unit managers in a clinical psychiatric setting .” 2011. Web. 20 Oct 2019.

Vancouver:

author] [. The mentoring role of unit managers in a clinical psychiatric setting . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-06222011-150441/.

Council of Science Editors:

author] [. The mentoring role of unit managers in a clinical psychiatric setting . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-06222011-150441/


University of South Africa

9. Onyango, Damaris Auma. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .

Degree: 2013, University of South Africa

 The purpose of this study was to explore the practices, perceptions and needs of nurses in relation to their participation in continuing professional development. A… (more)

Subjects/Keywords: Continuing professional development; Practice; Perception; Needs; Adult learning; Knowles’ Adult Learning Theory

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

APA (6th Edition):

Onyango, D. A. (2013). Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8910

Chicago Manual of Style (16th Edition):

Onyango, Damaris Auma. “Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .” 2013. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/8910.

MLA Handbook (7th Edition):

Onyango, Damaris Auma. “Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .” 2013. Web. 20 Oct 2019.

Vancouver:

Onyango DA. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/8910.

Council of Science Editors:

Onyango DA. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8910


University of South Africa

10. Liphosa, Winnifred Matsidiso. Perceptions of the nurses' continuing professional development and its contribution to quality patient care .

Degree: 2013, University of South Africa

 Aim: The aim of the study is to explore the perceptions of the nurses’ CPD and its contribution to quality patient care in the Gauteng… (more)

Subjects/Keywords: Continuing professional development; Continuing education; Quality of patient care; Learning needs; Systems theory; Adult learning

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APA (6th Edition):

Liphosa, W. M. (2013). Perceptions of the nurses' continuing professional development and its contribution to quality patient care . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10611

Chicago Manual of Style (16th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/10611.

MLA Handbook (7th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Web. 20 Oct 2019.

Vancouver:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/10611.

Council of Science Editors:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10611


University of KwaZulu-Natal

11. [No author]. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.

Degree: Education, 2008, University of KwaZulu-Natal

 This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal,… (more)

Subjects/Keywords: College teaching.; Learning.; Professional education – South Africa.; Teaching – Methodology.; Education.

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APA (6th Edition):

author], [. (2008). Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/730

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. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/730.

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. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Web. 20 Oct 2019.

Vancouver:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/730.

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

Council of Science Editors:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/730

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


University of Pretoria

12. Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.

Degree: Nursing Science, 2012, University of Pretoria

 The number of new graduates greatly affects the existence of any profession and for the nursing profession this rings very true. However, in this caring… (more)

Subjects/Keywords: Clinical learning environment; Intra-professional violence; Undergraduate nursing students; UCTD

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

APA (6th Edition):

Engelbrecht, Natasjha. (2012). The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30376

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Engelbrecht, Natasjha. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.” 2012. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/30376.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Engelbrecht, Natasjha. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.” 2012. Web. 20 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/30376.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/30376

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Pretoria

13. [No author]. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment .

Degree: 2012, University of Pretoria

 The number of new graduates greatly affects the existence of any profession and for the nursing profession this rings very true. However, in this caring… (more)

Subjects/Keywords: Clinical learning environment; Intra-professional violence; Undergraduate nursing students; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2012). The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12142011-153044/

Chicago Manual of Style (16th Edition):

author], [No. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment .” 2012. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://upetd.up.ac.za/thesis/available/etd-12142011-153044/.

MLA Handbook (7th Edition):

author], [No. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment .” 2012. Web. 20 Oct 2019.

Vancouver:

author] [. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-12142011-153044/.

Council of Science Editors:

author] [. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-12142011-153044/


University of KwaZulu-Natal

14. 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 (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 October 20, 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. 20 Oct 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 Oct 20]. 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


University of KwaZulu-Natal

15. [No author]. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools.

Degree: Education, 2011, University of KwaZulu-Natal

 Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve… (more)

Subjects/Keywords: Teachers – Professional relationships.; Teacher participation in administration.; Educational leadership – KwaZulu-Natal.; Professional learning communities.; Primary school teachers – KwaZulu-Natal.; Education.

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

APA (6th Edition):

author], [. (2011). Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/7450

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. “Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. ” 2011. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/7450.

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. “Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. ” 2011. Web. 20 Oct 2019.

Vancouver:

author] [. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/7450.

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

Council of Science Editors:

author] [. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. [Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/7450

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


University of Pretoria

16. 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 October 20, 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. 20 Oct 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 Oct 20]. 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 Pretoria

17. Du Plessis, André. The role of the Head of Department in the professional development of educators.

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

 Undertaken from a distributed leadership theory perspective, this qualitative study attempts to gain understanding regarding how heads of department develop educators within the organisational context… (more)

Subjects/Keywords: Professional development; Distributed leadership; Integrated Quality Management System; Professional learning communities; Commitment of educators; UCTD; Mentoring; Coaching

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

APA (6th Edition):

Du Plessis, A. (2014). The role of the Head of Department in the professional development of educators. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43323

Chicago Manual of Style (16th Edition):

Du Plessis, André. “The role of the Head of Department in the professional development of educators.” 2014. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/43323.

MLA Handbook (7th Edition):

Du Plessis, André. “The role of the Head of Department in the professional development of educators.” 2014. Web. 20 Oct 2019.

Vancouver:

Du Plessis A. The role of the Head of Department in the professional development of educators. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/43323.

Council of Science Editors:

Du Plessis A. The role of the Head of Department in the professional development of educators. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43323


University of KwaZulu-Natal

18. Kimathi, Faith Kananu. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.

Degree: 2017, University of KwaZulu-Natal

 This is a case study of three Foundation Phase (FP) teachers enrolled on the Advanced Certificate in Teaching (ACT) programme. It explores what they learnt… (more)

Subjects/Keywords: Theses - Education Studies.; Professional learning - Foundation phase teachers.; Advanced certificate in teaching (ACT); Teaching English - First additional language.; Teacher professional development.

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

APA (6th Edition):

Kimathi, F. K. (2017). Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15322

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):

Kimathi, Faith Kananu. “Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.” 2017. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/15322.

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

MLA Handbook (7th Edition):

Kimathi, Faith Kananu. “Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme.” 2017. Web. 20 Oct 2019.

Vancouver:

Kimathi FK. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/15322.

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

Council of Science Editors:

Kimathi FK. Professional learning of foundation phase teachers in the advanced certificate in teaching (Act) programme. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15322

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


University of South Africa

19. Magudu, Snodia. Induction experiences of newly qualified primary school teachers in Zimbabwe .

Degree: 2014, University of South Africa

 The body of literature clearly articulates the unique needs of newly qualified teachers and the challenges they experience during their early career years. In addition,… (more)

Subjects/Keywords: Newly qualified teacher; Teacher induction; Mentoring; Communities of practice; Phenomenology; Lived experiences; Induction strategies; Professional development; Teacher learning; Professional identity

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

APA (6th Edition):

Magudu, S. (2014). Induction experiences of newly qualified primary school teachers in Zimbabwe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18585

Chicago Manual of Style (16th Edition):

Magudu, Snodia. “Induction experiences of newly qualified primary school teachers in Zimbabwe .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/18585.

MLA Handbook (7th Edition):

Magudu, Snodia. “Induction experiences of newly qualified primary school teachers in Zimbabwe .” 2014. Web. 20 Oct 2019.

Vancouver:

Magudu S. Induction experiences of newly qualified primary school teachers in Zimbabwe . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/18585.

Council of Science Editors:

Magudu S. Induction experiences of newly qualified primary school teachers in Zimbabwe . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18585


University of South Africa

20. Kempen, Maria Elizabeth. Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching .

Degree: 2014, University of South Africa

 The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The… (more)

Subjects/Keywords: Continuous Professional Development; Professional learning; Learning circles; Collaborative learning; School networks; School-focused learning; Social capital; Special education; Staff development; School improvement; Transformational leadership; Professional development models; Demonstration school; Peer coaching; Communities of practice

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

APA (6th Edition):

Kempen, M. E. (2014). Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/14192

Chicago Manual of Style (16th Edition):

Kempen, Maria Elizabeth. “Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/14192.

MLA Handbook (7th Edition):

Kempen, Maria Elizabeth. “Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching .” 2014. Web. 20 Oct 2019.

Vancouver:

Kempen ME. Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/14192.

Council of Science Editors:

Kempen ME. Developing the professional capacity of educators teaching in the context of a special school through collaboration and peer coaching . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14192


University of Pretoria

21. Tembe, Cristina Raul Cesar Augusto. Exploring professional development interventions for improving the teaching practice of primary school teachers.

Degree: Humanities Education, 2012, University of Pretoria

 Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of… (more)

Subjects/Keywords: Self-directed professional development; Learning shop; Teachers continuing professional development; Practitioner-researcher; Participatory action research; In-service educational programmes; Learning opportunity; UCTD

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

APA (6th Edition):

Tembe, C. R. C. (2012). Exploring professional development interventions for improving the teaching practice of primary school teachers. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24096

Chicago Manual of Style (16th Edition):

Tembe, Cristina Raul Cesar. “Exploring professional development interventions for improving the teaching practice of primary school teachers.” 2012. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/24096.

MLA Handbook (7th Edition):

Tembe, Cristina Raul Cesar. “Exploring professional development interventions for improving the teaching practice of primary school teachers.” 2012. Web. 20 Oct 2019.

Vancouver:

Tembe CRC. Exploring professional development interventions for improving the teaching practice of primary school teachers. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/24096.

Council of Science Editors:

Tembe CRC. Exploring professional development interventions for improving the teaching practice of primary school teachers. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24096


University of Pretoria

22. [No author]. Exploring professional development interventions for improving the teaching practice of primary school teachers .

Degree: 2012, University of Pretoria

 Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of… (more)

Subjects/Keywords: Self-directed professional development; Learning shop; Teachers continuing professional development; Practitioner-researcher; Participatory action research; In-service educational programmes; Learning opportunity; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2012). Exploring professional development interventions for improving the teaching practice of primary school teachers . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04232012-132818/

Chicago Manual of Style (16th Edition):

author], [No. “Exploring professional development interventions for improving the teaching practice of primary school teachers .” 2012. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2019. http://upetd.up.ac.za/thesis/available/etd-04232012-132818/.

MLA Handbook (7th Edition):

author], [No. “Exploring professional development interventions for improving the teaching practice of primary school teachers .” 2012. Web. 20 Oct 2019.

Vancouver:

author] [. Exploring professional development interventions for improving the teaching practice of primary school teachers . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-04232012-132818/.

Council of Science Editors:

author] [. Exploring professional development interventions for improving the teaching practice of primary school teachers . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-04232012-132818/


University of South Africa

23. Tshisikule, Mbulahiseni Joseph. The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools.

Degree: 2014, University of South Africa

 The study deals with the professional development of educators as a key factor in the promotion of the culture of learning in Johannesburg South District.… (more)

Subjects/Keywords: Culture of learning; Educator; Facilitator; Johannesburg South District; Professional development; Promote; Teacher roles; Workshop

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

APA (6th Edition):

Tshisikule, M. J. (2014). The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18966

Chicago Manual of Style (16th Edition):

Tshisikule, Mbulahiseni Joseph. “The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools.” 2014. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/18966.

MLA Handbook (7th Edition):

Tshisikule, Mbulahiseni Joseph. “The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools.” 2014. Web. 20 Oct 2019.

Vancouver:

Tshisikule MJ. The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/18966.

Council of Science Editors:

Tshisikule MJ. The professional development of educators as a key factor in the promotion of culture of learning in Johannesburg South district schools. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18966


University of South Africa

24. Makina, Blandina Tabitha. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .

Degree: 2011, University of South Africa

 This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by… (more)

Subjects/Keywords: Continuing professional development; Mediating learning; English first additional language; Outcomes-Based Education

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

APA (6th Edition):

Makina, B. T. (2011). Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5592

Chicago Manual of Style (16th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Doctoral Dissertation, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/5592.

MLA Handbook (7th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Web. 20 Oct 2019.

Vancouver:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/5592.

Council of Science Editors:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5592


Stellenbosch University

25. Herman, Nicoline. The role of context in decision making about professional learning by lecturers at a research-intensive university.

Degree: DEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: The professional learning of academics for the teaching function inherently is a change imperative and it has become an important enterprise in the… (more)

Subjects/Keywords: Professional learning communities; Universities and colleges  – Research; Education, Higher  – Study and teaching; UCTD

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

APA (6th Edition):

Herman, N. (2015). The role of context in decision making about professional learning by lecturers at a research-intensive university. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97890

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):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/97890.

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

MLA Handbook (7th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Web. 20 Oct 2019.

Vancouver:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/97890.

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

Council of Science Editors:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97890

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


University of Johannesburg

26. Dunne, Ilka N. Graduate identity development in the first year of work.

Degree: 2013, University of Johannesburg

D.Phil. (Personal and Professional Leadership)

For most graduates, entry into the working world is the start of everything they have aimed for through school and… (more)

Subjects/Keywords: College graduates - Employment; College graduates - Life skills guides; Professional employees - Training of; Organizational learning

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APA (6th Edition):

Dunne, I. N. (2013). Graduate identity development in the first year of work. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8721

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):

Dunne, Ilka N. “Graduate identity development in the first year of work.” 2013. Thesis, University of Johannesburg. Accessed October 20, 2019. http://hdl.handle.net/10210/8721.

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

MLA Handbook (7th Edition):

Dunne, Ilka N. “Graduate identity development in the first year of work.” 2013. Web. 20 Oct 2019.

Vancouver:

Dunne IN. Graduate identity development in the first year of work. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10210/8721.

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

Council of Science Editors:

Dunne IN. Graduate identity development in the first year of work. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8721

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


University of South Africa

27. Ceza, Nomnqophiso Prudencia. Challenges faced by staff members in information and communication training at a public university in the Eastern Cape .

Degree: 2012, University of South Africa

 The introduction of e-learning in teaching and learning has necessitated the training of staff members in Information and Communication Technology (ICT). This study focuses on… (more)

Subjects/Keywords: Information and communication technology (ICT); E-learning; Adult learners; Facilitators of learning; Staff members; Self-directed learning; Technophobia; Constructivism; E-learning; Specialists and professional development

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

APA (6th Edition):

Ceza, N. P. (2012). Challenges faced by staff members in information and communication training at a public university in the Eastern Cape . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8833

Chicago Manual of Style (16th Edition):

Ceza, Nomnqophiso Prudencia. “Challenges faced by staff members in information and communication training at a public university in the Eastern Cape .” 2012. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/8833.

MLA Handbook (7th Edition):

Ceza, Nomnqophiso Prudencia. “Challenges faced by staff members in information and communication training at a public university in the Eastern Cape .” 2012. Web. 20 Oct 2019.

Vancouver:

Ceza NP. Challenges faced by staff members in information and communication training at a public university in the Eastern Cape . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/8833.

Council of Science Editors:

Ceza NP. Challenges faced by staff members in information and communication training at a public university in the Eastern Cape . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/8833


University of Pretoria

28. Sehlola, Mmahlomotse Sekinah. A case study of the integration of environmental learning in the primary school curriculum.

Degree: Curriculum Studies, 2008, University of Pretoria

 In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national… (more)

Subjects/Keywords: Resources for learning; Teacher professional development; Case study; Curriculum integration; Environmental learning; Environmental education; Non-governmental organisations; Opportunities to learn; UCTD

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APA (6th Edition):

Sehlola, M. (2008). A case study of the integration of environmental learning in the primary school curriculum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25235

Chicago Manual of Style (16th Edition):

Sehlola, Mmahlomotse. “A case study of the integration of environmental learning in the primary school curriculum.” 2008. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/25235.

MLA Handbook (7th Edition):

Sehlola, Mmahlomotse. “A case study of the integration of environmental learning in the primary school curriculum.” 2008. Web. 20 Oct 2019.

Vancouver:

Sehlola M. A case study of the integration of environmental learning in the primary school curriculum. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/25235.

Council of Science Editors:

Sehlola M. A case study of the integration of environmental learning in the primary school curriculum. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25235


University of Pretoria

29. [No author]. A case study of the integration of environmental learning in the primary school curriculum .

Degree: 2008, University of Pretoria

 In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national… (more)

Subjects/Keywords: Resources for learning; Teacher professional development; Case study; Curriculum integration; Environmental learning; Environmental education; Non-governmental organisations; Opportunities to learn; UCTD

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

APA (6th Edition):

author], [. (2008). A case study of the integration of environmental learning in the primary school curriculum . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06042008-073729/

Chicago Manual of Style (16th Edition):

author], [No. “A case study of the integration of environmental learning in the primary school curriculum .” 2008. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://upetd.up.ac.za/thesis/available/etd-06042008-073729/.

MLA Handbook (7th Edition):

author], [No. “A case study of the integration of environmental learning in the primary school curriculum .” 2008. Web. 20 Oct 2019.

Vancouver:

author] [. A case study of the integration of environmental learning in the primary school curriculum . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Oct 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-073729/.

Council of Science Editors:

author] [. A case study of the integration of environmental learning in the primary school curriculum . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-073729/


University of South Africa

30. Badasie, Razia Banoo Ghanchi. Managing the professional development of primary school teachers by means of action research .

Degree: 2014, University of South Africa

 In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study… (more)

Subjects/Keywords: Professional development; Primary school; Action research; Community of practice; Situated learning; Socio-constructivist learning; Mathematics; Natural Science

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

APA (6th Edition):

Badasie, R. B. G. (2014). Managing the professional development of primary school teachers by means of action research . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13644

Chicago Manual of Style (16th Edition):

Badasie, Razia Banoo Ghanchi. “Managing the professional development of primary school teachers by means of action research .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/13644.

MLA Handbook (7th Edition):

Badasie, Razia Banoo Ghanchi. “Managing the professional development of primary school teachers by means of action research .” 2014. Web. 20 Oct 2019.

Vancouver:

Badasie RBG. Managing the professional development of primary school teachers by means of action research . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/13644.

Council of Science Editors:

Badasie RBG. Managing the professional development of primary school teachers by means of action research . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13644

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