Hlologelo Climant Khoza
Biographic Data
| ID | 5167156 |
|---|---|
| NAME | Hlologelo Climant Khoza |
| GIVEN NAMES | Hlologelo Climant |
| FAMILY NAME | Khoza |
| SIGNATURE | KHOZA H C |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0003-0359-6586 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Translanguaging and code-switching in Southern African Science and Mathematics Education
In the linguistically diverse Southern African Development Community (SADC) region, English, along with colonial languages, serves as the primary medium of instruction in science and mathematics. This creates significant barriers for students with limited language proficiency who struggle to master complex scientific and mathematical concepts. This conceptual paper presents a qualitative meta-synthesis of twelve studies investigating translanguag…
Pre-service science teachers' adaptive pedagogical reasoning in AI-supported lesson plans
Although generative artificial intelligence (AI) is increasingly being integrated into lesson planning in teacher education, little is known about how pre-service science teachers adapt AI-generated content through pedagogical reasoning for contextually responsive science teaching. This study explored how AI influences pre-service science teachers' (PSSTs) adaptive pedagogical reasoning (APR) when planning lessons on chemical equilibrium in resou…
Content representation as a foundation for lesson development and pedagogical content knowledge growth in biology teacher education
We explored how Content Representation (CoRe) can be used as a foundation for lesson development and PCK development of biology pre-service teachers. Using the refined consensus model of PCK, we compared the planned PCK of pre-service biology teachers who designed a lesson and those who first constructed CoRe and then designed a lesson plan using the Rationale for lesson design template. Data included completed CoRes, lesson plans and written nar…
Collaborative Concept Mapping
Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features (i.e., concepts to include, linking words, and cross-links) in constructing a joint map. The quality of the concept map produced depends on the nature of discourses that happen in these collaborative interactions. We explored the…
From a student to a teacher educator
Acquiring a teacher educator identity can be challenging, especially when one comes straight from being a student of teaching. The purpose of this self-study was to investigate how I got acquainted with my teacher educator identity. The study is underpinned by the socio-cultural theory. The main data source was a reflective journal where I recorded my experience from multiple sources. I analysed the data in a narrative and reflective manner with …
No prominent works on this page.
From a student to a teacher educator
Acquiring a teacher educator identity can be challenging, especially when one comes straight from being a student of teaching. The purpose of this self-study was to investigate how I got acquainted with my teacher educator identity. The study is underpinned by the socio-cultural theory. The main data source was a reflective journal where I recorded my experience from multiple sources. I analysed the data in a narrative and reflective manner with …
Collaborative Concept Mapping
Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features (i.e., concepts to include, linking words, and cross-links) in constructing a joint map. The quality of the concept map produced depends on the nature of discourses that happen in these collaborative interactions. We explored the…
Translanguaging and code-switching in Southern African Science and Mathematics Education
In the linguistically diverse Southern African Development Community (SADC) region, English, along with colonial languages, serves as the primary medium of instruction in science and mathematics. This creates significant barriers for students with limited language proficiency who struggle to master complex scientific and mathematical concepts. This conceptual paper presents a qualitative meta-synthesis of twelve studies investigating translanguag…
Pre-service science teachers' adaptive pedagogical reasoning in AI-supported lesson plans
Although generative artificial intelligence (AI) is increasingly being integrated into lesson planning in teacher education, little is known about how pre-service science teachers adapt AI-generated content through pedagogical reasoning for contextually responsive science teaching. This study explored how AI influences pre-service science teachers' (PSSTs) adaptive pedagogical reasoning (APR) when planning lessons on chemical equilibrium in resou…
Content representation as a foundation for lesson development and pedagogical content knowledge growth in biology teacher education
We explored how Content Representation (CoRe) can be used as a foundation for lesson development and PCK development of biology pre-service teachers. Using the refined consensus model of PCK, we compared the planned PCK of pre-service biology teachers who designed a lesson and those who first constructed CoRe and then designed a lesson plan using the Rationale for lesson design template. Data included completed CoRes, lesson plans and written nar…
Educational Theory and Curriculum Studies (3 works) · Teacher education (3 works) · Mathematics education (2 works) · Psychology (2 works) · Science education (2 works) · Teaching method (2 works) · Adaptive Learning (1 works) · Aesthetics (1 works) · Art (1 works) · Coding (social sciences) (1 works)