Sarah Gravett is a Professor of Education and Dean of the Faculty of Education at the University of Johannesburg, South Africa.Elizabeth Henning is a Professor of Educational Linguistics at the University of Johannesburg, South Africa. She is also a Fellow of the American Educational Research Association and Editor of the South African Journal of Childhood Education.

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• 1. How we teach is what we teach. 2. Mentor teachers matter in the ecosystem of the school practicum. 3. Disparate understandings of the nature, purpose, and practices of reflection in teacher education. 4. Lessons from large-scale reading studies for initial and continuous teacher development. 5. Executive functions in the South African early grade learner. 6. A school-university partnership for teacher education in Soweto, Johannesburg. 7. How a rural school was developed to become a practice learning site for pre-service teachers. 8. Teacher educators of numeracy: ‘Signifying’ standards of pedagogy. 9.Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme. 10. Student teachers’ mathematical knowledge gains through a problem-solving instructional approach. 11. Film as teacher education genre: Developing student agency in the production of #Taximaths. 12. Where schools and universities (can) meet in work-integrated teacher learning. 13. Border-crossings of indigenous knowledge in science teacher education.

Sarah Gravett is a Professor of Education and Dean of the Faculty of Education at the University of Johannesburg, South Africa.Elizabeth Henning is a Professor of Educational Linguistics at the University of Johannesburg, South Africa. She is also a Fellow of the American Educational Research Association and Editor of the South African Journal of Childhood Education.

Select Guide Rating

• 1. How we teach is what we teach. 2. Mentor teachers matter in the ecosystem of the school practicum. 3. Disparate understandings of the nature, purpose, and practices of reflection in teacher education. 4. Lessons from large-scale reading studies for initial and continuous teacher development. 5. Executive functions in the South African early grade learner. 6. A school-university partnership for teacher education in Soweto, Johannesburg. 7. How a rural school was developed to become a practice learning site for pre-service teachers. 8. Teacher educators of numeracy: ‘Signifying’ standards of pedagogy. 9.Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme. 10. Student teachers’ mathematical knowledge gains through a problem-solving instructional approach. 11. Film as teacher education genre: Developing student agency in the production of #Taximaths. 12. Where schools and universities (can) meet in work-integrated teacher learning. 13. Border-crossings of indigenous knowledge in science teacher education.

Sarah Gravett is a Professor of Education and Dean of the Faculty of Education at the University of Johannesburg, South Africa.Elizabeth Henning is a Professor of Educational Linguistics at the University of Johannesburg, South Africa. She is also a Fellow of the American Educational Research Association and Editor of the South African Journal of Childhood Education.

Select Guide Rating

• 1. How we teach is what we teach. 2. Mentor teachers matter in the ecosystem of the school practicum. 3. Disparate understandings of the nature, purpose, and practices of reflection in teacher education. 4. Lessons from large-scale reading studies for initial and continuous teacher development. 5. Executive functions in the South African early grade learner. 6. A school-university partnership for teacher education in Soweto, Johannesburg. 7. How a rural school was developed to become a practice learning site for pre-service teachers. 8. Teacher educators of numeracy: ‘Signifying’ standards of pedagogy. 9.Theory-based early numeracy programme adapted to learners’ pre-knowledge: The ‘Meerkat Maths’ programme. 10. Student teachers’ mathematical knowledge gains through a problem-solving instructional approach. 11. Film as teacher education genre: Developing student agency in the production of #Taximaths. 12. Where schools and universities (can) meet in work-integrated teacher learning. 13. Border-crossings of indigenous knowledge in science teacher education.