Teacher educators’ pedagogical thinking in an ERTL programme: The case of two higher education institutions

Abstract

The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

Tacit Knowledge in the Online Classroom: High School Teacher Perspectives in the Wake of the Covid-19 Pandemic

“…One specific strategy that can be implemented by teachers to foster strong interpersonal relationships in the online environment includes maintaining consistent contact with their students through various mechanisms in addition to the online learning platform such as email, videos, blogs, class group chats, and other related chat functions (Berry, 2019;Martin, 2020).…”