Matseliso L Mokhele
Biographic Data
| ID | 6593431 |
|---|---|
| NAME | Matseliso L Mokhele |
| GIVEN NAMES | Matseliso L |
| FAMILY NAME | Mokhele |
| SIGNATURE | MOKHELE M L |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0003-0003-9530 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Rethinking Micro-Exclusion Practices in Rural Primary School Classrooms
The research problematises the different micro-exclusion practices in rural primary schools and their impact on learners’ participation and academic development. Rural primary school classrooms perpetuate systemic micro-exclusion of learners in various ways, reflecting injustice and a colossal squandering of human potential. All learners, at some point, in the same learning spaces often face different classroom experiences as they are subtly excl…
Evaluating Primary School Teacher Professional Development Programmes in Zimbabwe
Teacher education conversation is a critical focus area given its distinctive contribution to nation building. The study explores pre-service student teachers’ perceptions of the college and university teacher preparation practices. One aspect that has remained contested, and with competing ideas in the teacher education discourse in Zimbabwe is the quality and effectiveness of the programmes by two teacher education institutions. In this phenome…
When Professional Development Works
Despite the general acceptance of continuing professional development (CPD) programmes as essential to the improvement of education, reviews of professional development research constantly point to the ineffectiveness of most of these programmes. Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have ex…
No prominent works on this page.
When Professional Development Works
Despite the general acceptance of continuing professional development (CPD) programmes as essential to the improvement of education, reviews of professional development research constantly point to the ineffectiveness of most of these programmes. Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have ex…
Evaluating Primary School Teacher Professional Development Programmes in Zimbabwe
Teacher education conversation is a critical focus area given its distinctive contribution to nation building. The study explores pre-service student teachers’ perceptions of the college and university teacher preparation practices. One aspect that has remained contested, and with competing ideas in the teacher education discourse in Zimbabwe is the quality and effectiveness of the programmes by two teacher education institutions. In this phenome…
Rethinking Micro-Exclusion Practices in Rural Primary School Classrooms
The research problematises the different micro-exclusion practices in rural primary schools and their impact on learners’ participation and academic development. Rural primary school classrooms perpetuate systemic micro-exclusion of learners in various ways, reflecting injustice and a colossal squandering of human potential. All learners, at some point, in the same learning spaces often face different classroom experiences as they are subtly excl…
Teacher Education and Leadership Studies (3 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Sociology (2 works) · African cultural and philosophical studies (1 work) · Citizen journalism (1 work) · Context (archaeology (1 work)