@article {1069,
	title = {TEACHING AND LEARNING {\textendash} WHAT IS THIS IN TROUBLED SPACES?},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {322-323},
	abstract = {Teaching for five, 10, 15 years. Why are you still teaching? Why are you still teaching science subjects?
So, what is it about teaching that attracts you or in other words {\textendash} What is in it for you? Most importantly, what is in it for the learners, the community and the world?
Teaching is a double-binded affair with yourself and with others (learners, colleagues and others).  With every aspect of what you do the introspective and reflexive questioning and responses to why you teach how and what you teach has a historical and almost umbilical cord to your first days of teaching or even learning how to teach or becoming a teacher. Reflecting on these days may reveal much about the decision to teach or was it just an act of putting pen to the teacher degree application form because there was nothing else? Or was it {\textendash} {\textquotedblleft}My daughter has been working for an insurance company for five years and she is now unemployed. I told her to do teaching because she will always have a job{\textquotedblright} (a conversation with a school principal).
},
	keywords = {higher education, schooling, sustainable living},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.322 },
	url = {http://oaji.net/articles/2017/457-1503750186.pdf},
	author = {Angela James}
}
@article {1007,
	title = {PHYSICAL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21{\textendash}33 },
	abstract = {Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers{\textquoteright} perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.},
	keywords = {content knowledge, pedagogic content knowledge, physical science teachers, professional development, teacher beliefs, teacher confidence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.21},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203601},
	author = {Sarah Bansilal and Angela James}
}
@article {470,
	title = {PRE-SERVICE STUDENT TEACHER PROFESSIONAL DEVELOPMENT: RESEARCH AND SERVICE-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {66-78},
	abstract = {Pre-service Biology student teachers completed a module/course on Research and Service-Learning as part of their professional development. This module expected of student teachers to take new actions in that they were to work with the lecturer and a manager from a community organization to conduct a Research and Service-Learning project. This paper reports on two student teacher groups experiences of the project. The research questions that drove this paper are: What were the pre-service student teachers{\textquoteright} experiences of their Research and Service-Learning project? An interpretive and qualitative approach was used. An action research case study methodology with document analysis, reflective journals and class discussions was used. The data collected was analysed using a descriptive case study, providing narrative accounts for each of the student teacher groups. The data reveal the emotional, cognitive and social dynamics that the student teachers experienced. The conclusion reached is that this project is an essential component for the professional development of any Biology pre-service student teacher, especially in the South African. It is essential in that the pre-service student teachers can address poverty, hunger, impact of HIV/AIDS and develop an understanding of the learners that they teach.},
	keywords = {pre-service student teachers, service-learning, student teacher professional development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594301},
	author = {Angela James}
}
@article {156,
	title = {STUDENT TEACHER PROFESSIONAL DEVELOPMENT FOR THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {38-45},
	abstract = {Education and change are crucial for humans to survive in a universe that is rapidly changing and where uncertainty for the future reigns. Education change in South Africa is seen in the new education policies aimed at making the curriculum relevant, inclusive of different knowledge types and providing quality education for all. But, teachers are the crucial interface between the policies and quality education practice. There seems to be little clarity and/or agreement on how teachers should be prepared to fulfil this critical interface role. The daunting challenge for education is therefore to change teachers{\textquoteright} paradigms of thinking and action completely and to recognise the personal aspects that are linked to uncertainty (Barnett, 2004). This can only happen if teacher professional development programmes focus on student teachers constructing and using phronesis - the capacity to act in the most effective and appropriate way in every particular situation {\textendash} rather than possessing a body of spatially temporally detached universal knowledge{\textquotedblright} (Slabbert, 2003, p. 7). },
	keywords = {phronesis, professional development, quality education practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284213.pdf},
	author = {Angela James}
}
