PORTFOLIOS AS ASSESSMENT FOR LEARNING: A CASE STUDY OF PRE-SERVICE FOUNDATION PHASE TEACHER EDUCATION STUDENTS.

South African Foundation Phase teacher education programmes are criticised for not delivering critical and creative students who can rightfully take their place in an ever-changing world. Moreover, the demand for developing teacher education programmes that are of high quality and lead to meaningful...

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Publicado en:	South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis Vol. 37; no. 2; pp. 40 - 60
Autores principales:	Barends, Z., Lebethe, A., Jacobs, A. H. M.
Formato:	Artículo
Publicado:	South African Society for Cultural History Dec2023
Materias:	Employment portfolios Teacher development Teacher education Student engagement Education policy Education students Reflective learning
Acceso en línea:	Ver este registro en EBSCOhost