您好, 请 登录 注册 2022年12月08日 Thu
分类表

Critical Studies in Teaching and Learning

Critical Studies in Teaching and Learning

简  介:Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that make marked contributions to the scholarship of teaching and learning in higher education. The Journal aims to provide a stimulating and challenging forum for contributors to describe, theorise and reflect on their teaching and learning practice, and is particularly interested in contributions that have relevance to the South African educational context. Contributions that are critical, well-researched and come at relevant problems and issues from theoretical, practice-based or analytical angles are welcomed, as well as contributions that focus on innovative and reflective approaches to teaching and learning. All submissions must have a clear issue or problem that is addressing, and must make reference to the relevant literature. Where applicable methodology, results and evaluation of findings must be clearly discussed and related to the wider field or literature. Submissions relating local studies should make clear the applicability to a wider context and readership.

  • 主管单位
  • 主办单位:African Journals Online
  • 创刊时间
  • 出版周期:0
  • 地址:C00151
  • 国际标准刊号:ISSN
  • 国内统一刊号:CN 2310-7103
  • 邮发代号
  • 单价
  • 总价

2021年

Sewing friendship: Increasing inclusivity through creating shared social spaces for migrant and local populations in Durban Khaya Jean Mchunu[1]; (-)

Variables Contributing to Academic Success among College Students in Saudi Arabia Maura Pilotti[1]; (-)

The Decoloniality of Being Political Studies/Science Siphiwe Dube[1]; (-)

The phenomenology of colonialism Thembelihle Makhanya[1]; (-)

Using agential morphogenesis to track professional identity development in higher education Gabrielle Nudelman[1]; (-)

Toward an inclusive evidence-based practice model: Embracing pluralistic understandings of professional knowledge in health care and health care higher education Tone Dahl-Michelsen[1]; (-)

Transforming University Education: A Manifesto James Garraway[1]; (-)

Ableism in Academia. Theorising experiences of disabilities and chronic illnesses in higher education Sally-Jayne Hewlett[1]; (-)

Re-imagining Curriculum: Spaces for Disruption Sioux McKenna[1]; (-)

Pitfalls of feminist pedagogy Palesa Nqambaza Nqambaza[1]; (-)

Strategies for Supporting Inclusion and Diversity in The Academy: Higher Education, Aspiration and Inequality Gihan Ismail[1]; (-)

Students' prior knowledge and threshold concepts in a first-year biology course: The lecturer as middleman Shalini Dukhan[1]; (-)

Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development Daniela Gachago[1]; (-)

Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities Ilse Fouche[1]; (-)

The Pedagogies for critical agency: Portals to alternative futures Rieta Ganas[1]; (-)

Unveiling the professional attributes of university teachers Rubby Dunpath[1]; (-)

Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’ Cecilia Jacobs[1]; (-)

Being-in-context through live projects: including situated knowledge in community engagement projects Clint Abrahams[1]; (-)

A translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context Muhammad Nakhooda[1]; (-)

国家哲学社会科学文献中心版权所有
京ICP备09037430号-3
百度统计
悬浮框