In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the…

Science and mathematics teacher professional development in South Africa does not adequately address teachers' pedagogical content knowledge or ability to integrate indigenous knowledge into the curriculum. This situation is partly due to traditional teacher professional development programmes that utilise top-down and expert-driven approaches…

This paper reports on a qualitative enquiry into the affordances of case-based teaching for the professional learning of student-teachers. The context is a first-year foundational course in a four-year undergraduate teacher education programme, offered by an urban university in Johannesburg, South Africa, with a student enrolment of close to 700…