Enhancing conceptual teaching in organic chemistry through lesson study: a TSPCK-Based approach
2025-04-02 | Journal-article
DOI: 10.1515/cti-2024-0124
ISSN: 2569-3263
Source: Hlologelo Climant Khoza
Unlearning and re-learning: exploring science teacher educators´ experiences during the transition to emergency remote teaching in the COVID-19 Pandemic
2025-03 | Journal-article
DOI: 10.70875/v9i1article7
Source: Hlologelo Climant Khoza
Unpacking Experienced and Novice Science Teachers’ Understandings of Teacher Talk in Whole Class Discussions
2025-01-02 | Journal-article
DOI: 10.1080/18117295.2024.2444796
Source: Crossref
PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING
2024-06-25 | Journal-article
DOI: 10.33225/jbse/24.23.464
Source: Crossref
Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms
2024-04-23 | Journal-article
DOI: 10.33902/JPSP.202426566
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Dialogue with Students as a Valuable Tool in Teacher Inquiry for Professional Development
2024-03-27 | Journal-article
DOI: 10.14434/josotl.v24i1.35486
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Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers’ topic-specific pedagogical content knowledge
2024 | Journal-article
DOI: 10.17159/2520-9868/i95a01
EID: 2-s2.0-85198907797
ISSN: 25209868 0259479X
Source: Scopus - Elsevier
Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators
2023-09-21 | Journal-article
DOI: 10.35293/tetfle.v4i1.4219
Source: Crossref
From a student to a teacher educator: Becoming better acquainted with my new professional identity through self-study
2023 | Journal-article
DOI: 10.14426/cristal.v11i2.633
EID: 2-s2.0-85180691281
ISSN: 23107103
Source: Scopus - Elsevier
Teacher noticing as a driver of interaction patterns in science classrooms
2023 | Journal-article
DOI: 10.33902/JPR.202318784
EID: 2-s2.0-85153188867
ISSN: 26023717
Source: Scopus - Elsevier
Continuous dialogue with students as a form of academic development
2022-10-02 | Journal-article
DOI: 10.1080/1360144x.2022.2122471
ISSN: 1360-144X
ISSN: 1470-1324
Source: Hlologelo Climant Khoza
Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university
2022 | Journal-article
DOI: 10.29333/ejmste/12319
EID: 2-s2.0-85136111705
ISSN: 13058223 13058215
Source: Scopus - Elsevier
Understanding the Nature of Questioning and Teacher Talk Moves in Interactive Classrooms: a Case of Three South African Teachers
2022 | Journal-article
DOI: 10.1007/s11165-021-10024-8
EID: 2-s2.0-85115107384
ISSN: 15731898 0157244X
Source: Scopus - Elsevier
Exploring in-service science teachers’ beliefs about goals or purposes of science teaching
2021 | Journal-article
DOI: 10.33225/jbse/21.20.456
EID: 2-s2.0-85108433018
ISSN: 25387138 16483898
Source: Scopus - Elsevier
Exploring the Influence of Science Teaching Orientations on Teacher Professional Knowledge Domains: A Case of Five Malawian Teachers
2021 | Journal-article
DOI: 10.29333/EJMSTE/11333
EID: 2-s2.0-85121226803
ISSN: 13058223 13058215
Source: Scopus - Elsevier
Prompts Used by Biology Lecturers in Large Lecture Group Settings to Promote Student Interaction
2018 | Journal-article
DOI: 10.1080/18117295.2018.1542553
EID: 2-s2.0-85057952677
ISSN: 24697656 18117295
Source: Scopus - Elsevier
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