Teacher union-state relations in South Africa: caught in a time warp?
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): L.Govender
KEYWORDS: TEACHER UNIONS, TEACHERS
Print: HSRC Library: shelf number 3555
HANDLE: 20.500.11910/7046
URI: http://hdl.handle.net/20.500.11910/7046
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
-
Related Research Outputs:
- Teacher union-state relations in South Africa: caught in a time warp?
- The culture of learning and teaching: teachers and moral agency in the reconstruction of schooling in South Africa
- Teacher Development in the context of HIV/AIDS
- A balancing act: dilemmas of teacher-research within a critical pedagogy framework
- Staff interview schedule
- HIV-positive educators in South African public schools: predictions for prophylaxis and antiretroviral therapy
- The health of our educators: a focus on HIV/AIDS in South African public schools, 2004/5 survey
- Response to plenary: policy images and the contextual reality of teacher's work in South Africa
- Teacher unionism in South Africa
- Listening to matric teachers: township realities and learner achievement levels
- The new accountability and teachers' work in South Africa
- The development of a support programme for teachers within the context of HIV/AIDS
- Teachers' social class, professional dispositions and pedagogic practice
- Social class and pedagogy: a model for the investigation of pedagogic variation
- Supporting teachers to improve learning: application of a computerised assessment system in the classroom
- Paving the way for stakeholders' participation in a literacy teaching evaluation study
- Beginner teachers in South Africa: school readiness, knowledge and skills
- District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one district in South Africa
- Facing the public: using photography for self-study and social action
- Recognising phronesis, or practical wisdom, in the recognition of prior learning