Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  


Similar Journals
Journal Cover
African Journal of Teacher Education
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1916-7822
Published by U of Guelph Homepage  [8 journals]
  • How the Learning Environment Influences Bullying: The Case of Two
           Universities in Ghana

    • Authors: Emmanuel Mensah Kormla Tay, Stephen Zamore
      Pages: 1 - 26
      Abstract: Organisational climates determine the experiences, well-being, and output of people. In response to a growing concern about bullying and victimisation at universities, this study examined students’ perception of the university learning environment concerning their experience of various negative behaviours and victimisation at two public universities in Ghana. The study is a cross-sectional survey of 751 respondents. Confirmatory Factor Analysis (CFA) and regression analysis indicate how perceptions of the universities’ learning environment are related to students’ experiences. With an inverse relationship between students’ perception of the learning environment and their experience of various negative behaviours and victimisation, the study suggests that awareness of anti-bullying rules, which are strictly, fairly, and consistently enforced through participatory democratic principles, will be essential to ensure a positive psychosocial learning environment.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.6899
      Issue No: Vol. 11, No. 1 (2022)
  • Teacher Education Students’ Pedagogical Content Knowledge: Retooling the
           Mentorship Process Within Schools of Education in Kenya

    • Authors: Rose Atieno Opiyo
      Pages: 27 - 55
      Abstract: The impact of globalization has brought changes to education which requires teachers to demonstrate practical pedagogical wisdom in critical features of teaching, namely: the subject matter being taught, the classroom context, and the physical and psychological characteristics of the students, that is, Pedagogical Content Knowledge (PCK). High level of Pedagogical Content Knowledge (PCK) leads to delivery of high-quality instruction in today’s highly contextualized classroom settings and has the potential of producing learners who are prepared for a competitive society. However, teachers’ lack of PCK has been identified as a pervasive problem all over the world. In Kenya, it has been highly linked to the recurrence of poor performance in local and internal competitive examinations, poor attitudes in some subjects, and lack of motivation for continuous learning among school-age children along the education continuum. Even so, the voice of student teachers and that of the school practice advisors, at the center and apex of this mentorship process in the Universities, has been largely ignored in transformative teacher education discourse. Guided by literature on transformative teacher education, student teacher mentorship, and reflective pedagogy, this paper presents the perspectives of 50 Student Teachers (STs) and 10 School Practice Advisors. STs confidence in special teaching methods courses, pedagogical content competence in teaching both independently and collaboratively, key areas of concern for PCK improvement, and practical strategies for PCK mentorship were the focus. Based on a qualitative and an interpretive research paradigm, the sentiments of 50 STs who participated in the May-August, 2017 School Practice as well as the views of 10 School Practice Advisors (SPAs) from the School Education (SEDU) of Masinde Muliro University of Science and Technology were sought. Based on four domains of Pedagogical Content Knowledge (PCK) which include Subject Matter Knowledge (SMK), Knowledge of Curriculum (KoC) and Knowledge of Learners (KoL), and Knowledge of Pedagogies (KoP), the paper provides insights for teacher educators and University Management on areas that need further improvement and strategies for developing beginning teachers’ PCK practices.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.6771
      Issue No: Vol. 11, No. 1 (2022)
  • Effectiveness of Guided and Open Inquiry Instructional Strategies on
           Science Process Skills and Self-Efficacy of Biology Students in Osun
           State, Nigeria

    • Authors: Adeyinka Olayemi Owolade, Popoola Oluwasegun Oladipupo, Adeyinka Oluwaseun Kareem, Marie Onovroghene Salami
      Pages: 56 - 74
      Abstract: The study determined the effectiveness of guided and open inquiry instructional strategies on the science process skills of students taught Biology in senior secondary schools in Osun State, Nigeria. It also compared the self-efficacy of students taught Biology using guided inquiry with those taught Biology using open inquiry instructional strategies in senior secondary school in Osun State. The goal was to provide empirical information on the effectiveness of guided and open inquiry strategies on students’ learning outcome in Biology. The study adopted the non-equivalent pretest posttest quasi-experimental research design. Two research instruments were used to collect data for the study namely, (i) Biology Process Skills Observation checklist (BPSOC) and (ii) Self-efficacy Rating Scale (SeRS). Data collected were analyzed using appropriate inferential statistics of analysis of Covariance. The results showed that there was no significant difference in the science process skills of Biology students exposed to Open Inquiry and those exposed to guided inquiry strategy (F= 0.785, p>0.05). The results also showed that a significant difference existed in the self-efficacy of students taught using Guided Inquiry and Open Inquiry strategies (F = 11.64, p < 0.05) as those exposed to Open Inquiry had the better self-efficacy score than the other groups as shown in the mean difference between open and guided inquiry strategies. The study concluded that Open inquiry strategy was more effective in improving the self-efficacy of the respondents but was not effective in improving the science process skills of respondents in the study area.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.7014
      Issue No: Vol. 11, No. 1 (2022)
  • The Use of Peers in Assessment for Learning: A Case Study of Trainee
           Teachers at Bindura University of Science Education (BUSE), Zimbabwe

    • Authors: Young Mudavanhu, Christopher Mutseekwa
      Pages: 75 - 99
      Abstract: The study was an exploration of trainee teachers’ understanding, perceptions of, and confidence in the use of peers in assessment for learning (AfL) at Bindura University of Science Education, Zimbabwe. Trainee teachers were enrolled in a programme that used a blended model of teaching and learning between February and June 2021. Trainees participated in online seminars and peer assessment in a course on curriculum development and completed questionnaire eliciting their attitudes toward peer assessment. A mixed-methods approach using both quantitative and qualitative methodologies was adopted. Quantitative data were analysed using descriptive statistics, mean item scores and the summated scores for the three constructs of confidence, benefits of and threats to peer assessment. Open-ended items were analysed qualitatively and emerging themes were reported. Summated scores of 4, meant trainees had positive attitudes toward peer assessment and believed in numerous benefits of using peer assessment. A summated mean score of 3 for threats to peer assessment meant trainee teachers had neutral views to the construct. Conflicting messages were evident. The same trainees who believed that peer assessment was useful still doubted sincerity of peers and preferred teacher assessment. Further research, using a larger population and sample and interviews to probe doubts in peer assessment, is recommended.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.6880
      Issue No: Vol. 11, No. 1 (2022)
  • Competency-Based Assessment in Entrepreneurship Education in Kenya’s
           Tertiary Institutions

    • Authors: Rose Moindi, Benard Nyatuka
      Pages: 100 - 120
      Abstract: Education systems worldwide are shifting to knowledge-based curricula with emphasis on the learners’ acquisition of relevant competencies. Entrepreneurship education was introduced in tertiary institutions in Kenya in 1999 to produce entrepreneurs, including preparing graduates for the world of work. However, limited studies have focused on the assessment of acquisition of such competencies, especially in entrepreneurship education. This study was designed to examine the effectiveness of assessment modes used in entrepreneurship education in imparting requisite competencies among students in tertiary institutions in the country. The study adopted a cross-sectional research design. A total of 412 students selected from three tertiary institutions were involved in the study. Data were collected using questionnaires and analysed quantitatively using descriptive and inferential statistics. The study showed that written examinations were the most commonly used mode of assessment of entrepreneurship education, followed by projects and attachment. The study revealed that there is no significant difference in the influence of the mode of assessment as adopted in the different tertiary institutions in fostering the acquisition of competencies (F Ratio<F Critical) (0.835<3.02). However, when the requisite competencies were compared, the study showed that the mode of assessment adopted enhanced acquisition of ideas and opportunities (0.313 units) and resources (0.364 units) competencies more compared to the into-action competencies (0.249 units). To enhance the acquisition of relevant competencies, the study recommends adoption of different appropriate modes of assessment in entrepreneurship education.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.7052
      Issue No: Vol. 11, No. 1 (2022)
  • Mathematics Teachers’ Use of WhatsApp Groups as a Platform for
           Continuous Professional Development in Tanzania

    • Authors: Jimmy Ezekiel Kihwele, Fred Mgata
      Pages: 121 - 142
      Abstract: Updating mathematics teachers’ pedagogical skills and content knowledge is inevitable as the trend of students’ performance in Tanzania is alarming. Currently, social media have been one of the strategies for elevating mathematics teachers’ professional competencies through online learning communities. The study aimed at examining how mathematics teachers use Informal WhatsApp Groups (IWGs) as one of the social media for Continued Professional Development (CPD). Key study questions are what are the perceptions of mathematics teachers on the benefits of IWGs in CPD' How do mathematics teachers use IWGs for CPD-related activities' What are the challenges they encounter' And what Mathematics teachers recommend for better use of IWGs for CPD' Two IWGs were involved with a total of 54 mathematics teachers who are currently teaching in secondary schools. The open-ended questionnaire was shared in the IWGs, and members accepted to fill it. Ten members including those who have been in the IWGs for a longer period, those who frequently posted or asked questions, and group leaders were invited for interviews. The findings show that the IWGs have contributed to teachers developing their pedagogical skills and content knowledge through sharing experience, and materials and demonstrating teaching practices in video clips. The challenges include the problem of internet accessibility, inactiveness of members, and lack of effective criteria for evaluating the validity and reliability of information shared. The recommendation is for the authorities to set supportive policies and practices that will create enabling environments for mathematics teachers on CPD.
      PubDate: 2022-06-30
      DOI: 10.21083/ajote.v11i1.6541
      Issue No: Vol. 11, No. 1 (2022)
  • Socio-economic and Household Characteristics Associated with Work-Family
           Conflict among Female Primary School Teachers in Enugu State, Nigeria

    • Authors: Uju Nnubia, Vivienne Ibeanu, Franca Okechukwu
      Pages: 143 - 165
      Abstract: This study focused on the socio-economic and household characteristics associated with work-family conflict among female primary school teachers in Enugu state, Nigeria. Cross-sectional and correlational study design were used to collect data from 2428 female primary school teachers in Enugu state, Nigeria. Structured questionnaire was used to obtain data on socio-economic and household characteristics, while Work and Family Conflict Scale was used to assess work-family conflict in the dimensions of work to family, family to work and overall work and family interference. Analyses were performed using IBM-SPSS version 23 software. Descriptive data were presented as frequencies and percentages, while Chi square was used to test the hypotheses at p < 0.05. Result showed that 23% of the respondents experienced work-family conflict with higher rate (29.9%) of work to family conflict than 25.1% of family to work conflict.  Higher salary, urban location, living in ≥ 2-bedroom apartment and using communal toilet and bathroom at home were socio-economic factors significantly (p < 0.05) associated with increase in all the dimensions of work-family conflict. On the other hand, household characteristics associated with higher work-family conflict include; having dependent children, age of oldest child > 12 years old, caring for chronically ill family members, and uneasy accessibility of household water supply. Caring for the elderly and having house helps were associated with increased work to family conflict while household size was not found a factor in any dimension of work-family conflict.
      PubDate: 2022-07-01
      DOI: 10.21083/ajote.v11i1.6995
      Issue No: Vol. 11, No. 1 (2022)
  • Teacher Preparation in Zambia’s Expanded Core Curriculum: Challenges
           and Opportunities

    • Authors: Magdalene Simalalo, Velisiwe G. Gasa, Kenneth K. Muzata
      Pages: 166 - 189
      Abstract: Well-prepared teachers are a determinant in the successful implementation of expanded core curriculum. Teachers can give learners skills according to the way they are prepared. Learners with visual impairments in special schools and students at tertiary level manifest deficits in critical skills required in academic success and transition in general. The nature of education of their teachers and challenges encountered during teacher preparation were not well established. The present study explored challenges faced in the preparation of teachers of learners with visual impairments in expanded core curriculum. Purposive sampling was used to select twenty-two teachers, two special education curriculum specialists and three Teacher educators. Open-ended questionnaires were used to collect data from teachers of learners with visual impairments and semi structured interviews were conducted with teacher educators and curriculum specialists. The findings indicated that teacher education/preparation in ECC was insufficient, and the institutions concentrated on braille literacy; and orientation and mobility. The remaining skills in ECC were ignored. Preparation incorporated few practical sessions and was highly theoretical. The major challenges among others were time constraints; insufficient resources in education; enrolments of student teachers; discrepancy between education and implementation; methodological issues. The opportunities were available to improve education were: employ more staff; embark on specialised education; advocacy and collaboration: offering continuous professional development for teachers. The study highlights the nature of preparation of teachers of learners with visual impairment. The teacher education institutions need to realign the curriculum through collaborative approach with other stakeholders so that teachers can effectively deliver skills to the learners.
      PubDate: 2022-07-01
      DOI: 10.21083/ajote.v11i1.6685
      Issue No: Vol. 11, No. 1 (2022)
  • Implementation of Teaching Practicum for Primary School Teachers: China,
           Cambodia and Malawi Case Studies

    • Authors: Liang Wei, Foster Gondwe, Saran Sok
      Pages: 190 - 217
      Abstract: This paper reports findings of a qualitative study that compared the implementation of teaching practicum for primary school teachers in China, Cambodia and Malawi. The study used semi-structured interviews and document analysis. Data sources included policy documents, interviews and literature. The systems theory was employed to make explicit the implementation of teaching practicum, including processes and challenges. Findings show different approaches of teaching practicum in the three countries determined by different environmental expectations, all emphasizing providing student teachers with diverse learning experiences. The study also sheds light on some of the challenges of teaching practicum. These findings underpin the importance of local school authorities in ensuring effective teaching practicum.
      PubDate: 2022-07-19
      DOI: 10.21083/ajote.v11i1.6892
      Issue No: Vol. 11, No. 1 (2022)
  • Values-Based Physical Education and Teacher Education in South Africa

    • Authors: Cherese Farrah Jones, CJ Rouw
      Pages: 218 - 245
      Abstract: This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.
      PubDate: 2022-07-20
      DOI: 10.21083/ajote.v11i1.6716
      Issue No: Vol. 11, No. 1 (2022)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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