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dc.contributor.authorKruger, C.G.
dc.contributor.authorDe Witt, M.W.
dc.contributor.authorJanse van Rensburg, J.M.
dc.date.accessioned2017-03-29T08:08:23Z
dc.date.available2017-03-29T08:08:23Z
dc.date.issued2015
dc.identifier.citationKruger, C.G. et al. 2015. The portfolio to support applied competency in a South African distance learning programme for foundation phase teachers: a case study. Progressio, 37(1):154–171. [http://journals.co.za/content/progress/37/1/EJC180394]en_US
dc.identifier.issn0256–8853
dc.identifier.urihttp://hdl.handle.net/10394/20975
dc.identifier.urihttp://journals.co.za/content/progress/37/1/EJC180394
dc.description.abstractThis article reports on a search for a parallel between literature findings based on portfolios for teacher education and the accounts of practising South African Foundation Phase teachers, regarding the way the portfolio supported the development of their applied competence. Teacher responses captured during one-to-one interviews were perused for a possible parallel with findings from international studies to come to a conclusion regarding the way a portfolio could serve to support applied competence in a distance learning programme in the South African context. Literature concurs regarding the way teacher education programmes should support the development of (i) pedagogical content knowledge, (ii) application of new knowledge in practice, (iii) a professional attitude and (iv) self-directed learning strategies such as reflective and inquiry learning. Teacher experiences largely coincide with the literature on the value of a portfolio in supporting these components. Recommendations are made regarding the design and delivery of a portfolio as part of a Distance Learning (DL) programme for Foundation Phase teachers to ensure sustained applied competence as outcome.en_US
dc.language.isoenen_US
dc.publisherUNISA Pressen_US
dc.subjectFoundation Phase teacher educationen_US
dc.subjectapplied competenceen_US
dc.subjectportfolioen_US
dc.subjectself-directed learningen_US
dc.subjectreflectionen_US
dc.titleThe portfolio to support applied competency in a South African distance learning programme for foundation phase teachers: a case studyen_US
dc.typeArticleen_US
dc.contributor.researchID11089822 - Janse van Rensburg, Johanna Margaretha
dc.contributor.researchID11783672 - Kruger, Corné Gerda


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