This article reports on a study conducted to establish the experiences of pre-service teachers from the University of Limpopo (UL) placed in different schools during Teaching Practice (TP) and how these experiences could be used for curriculum improvement. A qualitative and interpretative approach ...
Teaching and learning a foreign language engage skills, alongside a communication ability that can be practised by means of certain types of expression act... E Oroian,RS Stan,AS Moangă,... - Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Horticulture 被...
Carbon-based Nanomaterials in Photodynamic Therapy of Cancer Laboratory of Inorganic and Analytical Chemistry, School of Chemical Engineering, National Technical University of Athens, 9 Iroon Polytechniou St., Zografou,... Alexandra Karagianni,Eleni Alexandratou,Mauricio Terrones,... - Carbon 被引量: 0...
Fifteen participants were purposively sampled from Bachelor of Education's final year students at the University of Limpopo. The findings revealed that student-teachers experience challenges with mentoring schools because in many schools mentor teachers do not provide adequate professional support and do ...
It is within this context that the study on which this article reports was undertaken looking at the manner in which the School of Education at the University of Limpopo (UL), Sovenga, South Africa, usesreflections to improve its teaching practice programme. Data was generated from a ...