This collection illustrates the workings of this tension, particularly through the rise and repression of Lollardy. The upheavals in belief that took place in the later Middle Ages and the Reformation cannot be grasped without understanding the relationship between the doctrine of the church and the actual beliefs of the people. Keywords: intermediate phase mathematics teachers, metacognitive awareness, professionalĭevelopment intervention, zone of proximal teacher development
Intervention, hence growth along the ZPTD occurred. Showed increased metacognitive awareness of their personal teaching praxis during and after the
Professional development intervention and the accompanying materials as supportive and The data from each data source were codedĪnd categorized and were triangulated to answer the research question. Prompts, (iii) observations, and (iv) reflective journals. The data was collected through (i) individual interviews, (ii) reflective The professionalĭevelopment intervention was conducted on two consecutive Saturdays, infused with an adapted Mathematics teachers participated in the qualitative research (n=10). ZPTD, i.e., from their actual knowledge to “proximal development”. Investigate how metacognitive awareness facilitated intermediate phase mathematics teachers’ Teacher development (ZPTD) as conceptualized by Warford (2011). This research was scaffolded across the zone of proximal Professional teacher development interventions shouldīe structured and collaborative as teachers tend to revert to traditional modes of teaching when This paper investigates in-service intermediate phase mathematics teachers’ metacognitiveĪwareness based on their engagement in a professional development intervention in two ruraland one township school in South Africa. The purpose of this research study is to determine the visual and tactile appeal of puppets used for foundation phase learners. The presence of puppets in South African schools is noticeable in Pre-primary, Primary and High schools and puppets are constantly being utilised in diverse disciplines in the education of people of all age groups. Puppetry also provides a stimulus for, and reinforcement of, the child’s learning as he/she engages in a wealth of concrete experiences, which are linked to a purposeful activity (Currell, 1976: 55). Puppets contribute greatly to the development of a child’s learning by providing the child with opportunities to assemble, discover and comprehend a wide range of concepts, knowledge, skills, and situations. The commonsensical leap from playing to learning brings a new dimension to the value of puppets. Through the use of puppetry as an educational means, children learn while they are playing in a way that is unconstructive and non-threatening. Children are exposed to all kinds of physical and emotional threats throughout their lives. However the reality is that life is no fantasy world.
However, the way in which puppets are presented and utilized has a significant impact on the way they are perceived by learners. The imperative role of puppetry in education cannot be disputed. In a fantasy world that takes the shape around faces and facial expressions, voices, colours and textures, puppets offer a tangible – almost real-life – character to their imagination. The opportunity wonder into the imaginative world of their explorative and eager minds, awaken the creative foundation of children of all ages and across all cultural groups. Children gleam with radiance when they escape into the unrestrained arena of playful fantasy.