# bib

id: tetfle-85
author: Aluko, Folake Ruth; Aitokuhehi, Oyeyemi Ololade
title: Editorial
date: 2021-05-07
pages: 2
extension: .pdf
mime: application/pdf
words: 705
sentence: 28
flesch: 32
cache: cache/tetfle-85.pdf
txt: txt/tetfle-85.txt
summary:
  In the fifth research article, Oladele and Adeniyi probed the socio-economic, personal and cultural Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria. i Editorial – Volume 2, Special Edition ISSN: 2788-6298 DOI: https://doi.org/10.35293/tetfle.v2i1.85 Editor Folake Ruth Aluko University of Pretoria, South Africa Associate Editor Oyeyemi Ololade Aitokuhehi University of Lagos, Nigeria This special issue of TETFLE (volume 2) focuses on the theme of the 2019 DETA conference, The Education of the African Learner in an Era of Crises: Imperatives for Teacher Education, hosted by the University of Pretoria, South Africa, the South African Institute for Distance Education in conjunction with the University of Lagos, Nigeria.


id: tetfle-61
author: Aluko, Folake Ruth; Nzabalirwa, Wenceslas
title: Editorial
date: 2021-05-07
pages: 7
extension: .pdf
mime: application/pdf
words: 2092
sentence: 127
flesch: 46
cache: cache/tetfle-61.pdf
txt: txt/tetfle-61.txt
summary:
  Country report Kisalama and Kibedi (2019) report on how video-based self-reflection and college- based mentorship system has been used to strengthen the adoption of learner-centred pedagogies in teacher education in Uganda. TEACHER EDUCATION THROUGH FLEXIBLE LEARNING References Banja.


id: tetfle-4151
author: Mays, Tony John
date: 2022-05-30
pages: 10
extension: .pdf
mime: application/pdf
words: 2282
sentence: 85
flesch: 42
cache: cache/tetfle-4151.pdf
txt: txt/tetfle-4151.txt
title:
  Technology-Enabled Learning: Policy, Pedagogy and Practice Sanjaya Mishra and Santosh Panda (Eds.): TEL: Policy, Pedagogy, Practice

summary:
  She observes that COL’s Digital Education Leadership Training in Action (C-DELTA) programme, which is the focus of the entire book, aims to develop: • participants’ digital literacy, knowledge of digital education; and • ability to lead and implement digital education initiatives in their various contexts. Following an action research approach, the author notes the need for teachers first to develop digital literacy, then to successfully integrate this digital literacy into their own practice, and then to provide digital education leadership for others.


id: tetfle-4150
author: Makoe, Mpine; Mays, Tony
title: Reimagining African teacher education through distance education for a post-pandemic future
date: 2022-05-30
pages: 10
extension: .pdf
mime: application/pdf
words: 2119
sentence: 107
flesch: 45
cache: cache/tetfle-4150.pdf
txt: txt/tetfle-4150.txt
summary:
  To conclude, the editors of this special issue of Teacher Education through Flexible Learning in Africa (TETFLE) would like to thank the following colleagues who assisted with the review process and contributed to the community of practice in this way: Dr Tony Lelliott Dr Ephraim Mhlanga Dr Fatimah Akinrinade Prof. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field.


id: tetfle-70
author: Kisalama, Robert; Kibedi, Abdul-Majid
date: 2021-05-07
pages: 9
extension: .pdf
mime: application/pdf
words: 2807
sentence: 122
flesch: 43
cache: cache/tetfle-70.pdf
txt: txt/tetfle-70.txt
title:
  Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System

summary:
  Whereas teacher trainers demand that teacher-trainees apply learner-centred methods during their school placements, most of the lessons conducted in teacher training colleges by the teacher trainers remain largely teacher-centred (MoES, 2011). Examining the ways in which these teacher educators implemented LCP, the study drew on data generated from class observations, semi-structured interviews with mentor teachers and responses to an online questionnaire of all the teacher trainers who participated in the LCP training.


id: tetfle-69
author: Wambua, Rebecca Mwikali; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
date: 2021-05-07
pages: 16
extension: .pdf
mime: application/pdf
words: 4814
sentence: 286
flesch: 45
cache: cache/tetfle-69.pdf
txt: txt/tetfle-69.txt
title:
  Learner support system and academic performance of distance learning students in selected Kenyan public universities

summary:
  The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. Keywords: Distance learning, learner support system, academic performance TEACHER EDUCATION THROUGH FLEXIBLE LEARNING Introduction Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education (Muchiri, 2012; Wambugu 2012; Aluko, 2007).


id: tetfle-90
author: Oluwasayo, Oladele Esther; Olawumi, Adeniyi Comfort
date: 2021-05-07
pages: 15
extension: .pdf
mime: application/pdf
words: 4710
sentence: 271
flesch: 51
cache: cache/tetfle-90.pdf
txt: txt/tetfle-90.txt
title:
  Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria

summary:
  Results and Discussion Analysis of Respondents based on the Research Questions: Research Question 1: What socioeconomic factors influence the enrolment of female learners into Science Education programmes? Also, the sums of percentages for strongly agree and agree were greater than 50% for all variables identified in table 1 except for item 4 which indicate that Socioeconomic factors, influence enrolment of female learners into Science Education programmes.


id: tetfle-64
author: Florence, Kisirkoi; Kadenyi, Misia Anne; Kariuki, Michael
date: 2021-05-07
pages: 17
extension: .pdf
mime: application/pdf
words: 5350
sentence: 276
flesch: 44
cache: cache/tetfle-64.pdf
txt: txt/tetfle-64.txt
title:
  Reconstructing Kenya’s Educational Philosophy to steer attainment of the Sustainable Development Goals and Kenya’s Vision 2030 Plan

summary:
  The conservative philosophy of education is concerned with African traditional values and traditional social ethics in TEACHER EDUCATION THROUGH FLEXIBLE LEARNING the area of education. Writing on Philosophy of Education as a theoretical framework, Wainaina (2006, p. 133) defines ‘Philosophy of education’ as ‘a general principle, a theoretical framework, which is expected to guide and inform educational practices’.


id: tetfle-4109
author: Omidire, Margaret Funke; Maroga, Manyaku J.
title: E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts
date: 2022-05-30
pages: 19
extension: .pdf
mime: application/pdf
words: 5380
sentence: 262
flesch: 37
cache: cache/tetfle-4109.pdf
txt: txt/tetfle-4109.txt
summary:
  4_Omidire & Maroga_TETFLE_TEMPLATE_14_07_2022 E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts Vol 3, 2022 CONTACT: 2 3TETFLE - Official publication of the Unit for Distance Education, Vol 3, 2022 ISSN 2788-6298 E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts Margaret Funke Omidire University of Pretoria ORCID Identifier: http://orcid.org/0000-0002-5784-7734 Email: funke.omidire@up.ac.za Manyaku Maroga University of Pretoria Email: jaqouline.maroga@up.ac.za DOI: 10.35293/tetfle.v3i1.4109 Official publication of the Unit for Distance Education Faculty of Education University of Pretoria Web address: https://upjournals.up.ac.za/index.php/tetfle Email address: tetflemanager@up.ac.za 4 CONTACT:


id: tetfle-63
author: du Preez, Hannelie; Hannaway, Donna; Joubert, Ina; Masola, Francinah
date: 2021-05-07
pages: 20
extension: .pdf
mime: application/pdf
words: 5639
sentence: 266
flesch: 45
cache: cache/tetfle-63.pdf
txt: txt/tetfle-63.txt
title:
  Reaching out with rugby role models to inspire literacy in young children: Informing hybrid pedagogy

summary:
  According to Eley and Krik (2002), Hellison (2011) and Laker (2000), it is through interactions with sports role models that young children develop a sense of morality and pro-social behaviour, and internalise norms and values that inspire them to consider some acts as forbidden or undesirable and others as highly commendable. Illustration 1: Sports role models reading to and discoursing with the Grade 3 children Illustration 2: Sports role models teaching scrumming to the Grade 3 children


id: tetfle-62
author: Banja, Madalitso Khulupirika
date: 2021-05-07
pages: 19
extension: .pdf
mime: application/pdf
words: 6111
sentence: 318
flesch: 50
cache: cache/tetfle-62.pdf
txt: txt/tetfle-62.txt
title:
  The perceptions of teachers and heads of department on the roles of a formal mentor in a Zambian Secondary School

summary:
  Teacher Mentors: A Review of the Literature. This raises issues of common perceptions of mentor roles.


id: tetfle-3716
author: Nyaruwata, Leonorah
title: Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe
date: 2022-05-30
pages: 21
extension: .pdf
mime: application/pdf
words: 5901
sentence: 268
flesch: 40
cache: cache/tetfle-3716.pdf
txt: txt/tetfle-3716.txt
summary:
  It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge. According to the ZINTEC stipulations, student teachers were allocated a class under their sole responsibility with the school’s head or deputy head playing a mentoring role (Kanyongo, 2005).


id: tetfle-87
author: Babalola, Samuel O
date: 2021-05-07
pages: 18
extension: .pdf
mime: application/pdf
words: 6574
sentence: 325
flesch: 46
cache: cache/tetfle-87.pdf
txt: txt/tetfle-87.txt
title:
  A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

summary:
  Furthermore, the provision of technological resources to cater for learners needs and stimulate their learning capabilities coupled with adequate infrastructural provision in the school are indispensable to effective teaching and learning for 21st Century skills development. What are the existing infrastructural provisions in Nigerian secondary school classrooms that can aid teaching-learning for 21st Century skills development?


id: tetfle-92
author: Omidire, Margaret Funke
date: 2021-05-07
pages: 16
extension: .pdf
mime: application/pdf
words: 6762
sentence: 383
flesch: 47
cache: cache/tetfle-92.pdf
txt: txt/tetfle-92.txt
title:
  Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

summary:
  About 40% of the participants believed that they had the skills to teach in multilingual classes as a number of them were very much confident about Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: Multilingualism offered Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT:


id: tetfle-4123
author: Aitokhuehi, Oyeyemi Ololade
date: 2022-05-30
pages: 26
extension: .pdf
mime: application/pdf
words: 6711
sentence: 320
flesch: 48
cache: cache/tetfle-4123.pdf
txt: txt/tetfle-4123.txt
title:
  How well are student teachers prepared for e-learning and teaching? A case study from the University of Lagos

summary:
  For online learning classes to become operational, the teacher has to set optimal class sizes for online teaching, design online course materials using multiple strategies, make teaching more attractive to the student, and build an engaging experience (use pop-up questions, etc.). Private schools, especially the 6 high-fee and middle-fee paying ones, were for example, able to adopt online learning.


id: tetfle-67
author: Ocansey, Sylvia Kabumle; Gyimah, Prof. Emmanuel Kofi
date: 2021-05-07
pages: 20
extension: .pdf
mime: application/pdf
words: 6534
sentence: 343
flesch: 46
cache: cache/tetfle-67.pdf
txt: txt/tetfle-67.txt
title:
  Guidance and Counselling for Pupils with Special Educational Needs in Accra, Ghana: Implications for Inclusive Education

summary:
  The educational reform sought primarily to contest discrimination against special needs pupils (Gyimah, Sugden & Pearson, 2009) while promoting their attainment (Kalambouka, Farrell, Dyson, & Kaplan, 2007), increasing access to, and participation in education (Walton et al., 2009). The S. OCANSEY AND E. GYIMAH introduction of inclusive education ensured the mainstreaming of special needs pupils to facilitate their overall advancement.


id: tetfle-89
author: Ememe, P. I.
date: 2021-05-07
pages: 20
extension: .pdf
mime: application/pdf
words: 7680
sentence: 353
flesch: 43
cache: cache/tetfle-89.pdf
txt: txt/tetfle-89.txt
title:
  Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

summary:
  Professional development programmes available to teachers in the rural areas were, determined, and the level of participation and factors that impede participation by rural teachers ascertained. Rethinking continuing professional teacher development Within the Open Distance Learning Framework.


id: tetfle-65
author: Ndiku, Judah
title: Teacher Empowerment Strategies for Conflict Transformation and Peace Building in Kenya
date: 2021-05-07
pages: 23
extension: .pdf
mime: application/pdf
words: 7122
sentence: 421
flesch: 52
cache: cache/tetfle-65.pdf
txt: txt/tetfle-65.txt
summary:
  Open spaces were provided for the respondents to comment freely on any other issues related to the study which were TEACHER EDUCATION THROUGH FLEXIBLE LEARNING not covered in the closed section. TEACHER EDUCATION THROUGH FLEXIBLE LEARNING Another education officer observed that teacher empowerment through training was the only way to change the society in Mt. Elgon region.


id: tetfle-91
author: Ahimie, B; Ikuburuju-Orola, A; Oizimende, P
title: Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria
date: 2021-05-07
pages: 19
extension: .pdf
mime: application/pdf
words: 7559
sentence: 473
flesch: 47
cache: cache/tetfle-91.pdf
txt: txt/tetfle-91.txt
summary:
  This could be attributed to the peculiar nature of the distance learning programme where physical contact between lecturers and students is not common or regular and as such is not an environment which allows ODL students the physical opportunity to access counselling services. Creating an effective learning environment through inclusion of all counselling services in the ODL institutions in Nigeria, will not only motivate ODL students to have increased motivation for learning, but it will also check attrition rates in ODL institutions and encourage students to have access to and utilize all counselling services in their institutions whenever challenges arise in their family or workplace to threaten the completion of their studies.


id: tetfle-4171
author: Charamba, Erasmos
date: 2022-05-30
pages: 24
extension: .pdf
mime: application/pdf
words: 6898
sentence: 360
flesch: 39
cache: cache/tetfle-4171.pdf
txt: txt/tetfle-4171.txt
title:
  Emerging pedagogies in Higher Education: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens 

summary:
  The current study examined – from a Social Development Theory perspective (Vygotsky, 1978;1980) and by using the Funds of Knowledge theory – the learning of multilingual teacher education students in a science course at a university in Zimbabwe. possible to approach these resources as mediating means,having both affordances and constraints for multilingual science students (Barakos & Selleck, 2019).


id: tetfle-3713
author: Antunes, Jean; Farooq, Mariam
date: 2022-05-30
pages: 23
extension: .pdf
mime: application/pdf
words: 7429
sentence: 321
flesch: 45
cache: cache/tetfle-3713.pdf
txt: txt/tetfle-3713.txt
title:
  Reimagining Online and Blended Provision of English for Academic Purposes: Practices and Reflections from a Distributed Network in East Africa

summary:
  Regarding the delivery of online EAP courses, team discussions would be conducted to find the best time of the year for them to be offered. Online courses such as ‘Introduction to Academic Reading’, ‘Introduction to Academic Writing’, ‘Introduction to Academic Speaking’ and ‘Language Accuracy in Writing’, were offered regularly to students across all campuses, including to students from East Africa.


id: tetfle-88
author: Bakare, Tewo V
date: 2021-05-07
pages: 23
extension: .pdf
mime: application/pdf
words: 7923
sentence: 445
flesch: 44
cache: cache/tetfle-88.pdf
txt: txt/tetfle-88.txt
title:
  Level of Incorporation of Environmental Awareness into Skill Acquisition Programmes in Lagos, Nigeria

summary:
  In Summary, the level of awareness of the effect of respondents’ behaviour on the environment was rather low as many did not learn environmental skills from their training. It will positively contribute to the practice of environmental adult education.


id: tetfle-3709
author: Chinengundu, Tawanda; Hondonga, Jerald; Mhazo, Founders
date: 2022-05-30
pages: 27
extension: .pdf
mime: application/pdf
words: 7421
sentence: 372
flesch: 36
cache: cache/tetfle-3709.pdf
txt: txt/tetfle-3709.txt
title:
  Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe

summary:
  This requires from colleges to work closely with schools in the supervision and assessment of teacher trainees on TP.The COVID-19 pandemic disrupted not only the continuity ofTP assessment activities but also college lecturers’ support to students on TP; hence this study sought to find out how teacher training colleges managed to assess students during the pandemic. Table 6 shows that nine respondents (81.8%) thought that teacher training colleges were actually trying to create virtual environments forTP assessments;however, therewas noclear indication of the implementation of a particular method.


id: tetfle-86
author: Akinrinola, Fatimah; Ogegbo; Emmanuel; Adewusi
title: Competency-Based Education in Africa: Exploring Teachers’ Perceptions, Understanding, and Practices
date: 2021-05-07
pages: 24
extension: .pdf
mime: application/pdf
words: 7554
sentence: 444
flesch: 48
cache: cache/tetfle-86.pdf
txt: txt/tetfle-86.txt
summary:
  Keywords: competencies, competency-based education, competency-based strategies, competency-based assessment, 21st century skills Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: This shift has Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT:


id: tetfle-66
date: 2021-05-07
pages: 24
extension: .pdf
mime: application/pdf
words: 8183
sentence: 405
flesch: 47
cache: cache/tetfle-66.pdf
txt: txt/tetfle-66.txt
author:
  Niyibizi, Epimaque; Sibomana, Emmanuel; Uwizeyemariya, Aloysie; Ntabajyana, Sylvestre; Niyomugabo, Cyprien

title:
  From an African Oral Tale to an English Picture Book: Rwandan Teachers’ Experience with Online Translation of South African Institute of Distance Education’s African Storybooks

summary:
  The salient experience reported by participants, after translating some folktales from English into Kinyarwanda, is that English story levels are not equivalent to Kinyarwanda translated story levels due to clusters. The opportunity for such characteristics of Kinyarwanda language is that different meanings, and moral lessons are conveyed in single words.


id: tetfle-68
author: Sibomana, Emmanuel
date: 2021-05-07
pages: 25
extension: .pdf
mime: application/pdf
words: 8323
sentence: 483
flesch: 56
cache: cache/tetfle-68.pdf
txt: txt/tetfle-68.txt
title:
  Learning activities in the University of Rwanda’s distance teacher education materials: Some lessons for designers

summary:
  So in addition to helping them to understand what is expected of them as learners, teacher education materials are supposed to help them understand their role as teachers. What role do learning activities play in UR-CE DE materials for teachers of English?


id: tetfle-13
author: Beckman, Johan; Aluko, Ruth
title: Issues and Challenges in Education in Africa: : The Need for a 'New' Teacher
date: 2020-12-10
pages: 82
extension: .pdf
mime: application/pdf
words: 51915
sentence: 2797
flesch: 54
cache: cache/tetfle-13.pdf
txt: txt/tetfle-13.txt
summary:
  This paper investigates the effectiveness of the mentoring strategy in the supervision of teacher education student teachers in open and distance learning. STATEMENT OF THE PROBLEM The supervision of teacher education students engaged in teaching practice through distance education has provided logistical problems to many institutions.


id: tetfle-84
author: Aluko, Dr Folake Ruth ; Mariaye, Dr Hyleen
date: 2020-12-10
pages: 160
extension: .pdf
mime: application/pdf
words: 51787
sentence: 1925
flesch: 43
cache: cache/tetfle-84.pdf
txt: txt/tetfle-84.txt
title:
  DETA CONFERENCE 2015: “The Future We Want”: Teacher Development for the Transformation of Education in Diverse African Contexts

summary:
  TEACHER EDUCATION AND DEVELOPMENT IN AFRICA iii DETA The Distance Education and Teachers’ Training in Africa (DETA) Conference strives to provide a platform for educationists in Africa to meet and deliberate on educational issues in Africa. While displaying the merits of ongoing research projects in schools and universities, it also signposts the challenges currently faced by African teacher scholars on the one hand, and institutions of higher learning on the other, in upscaling the quality of academic productions in teacher education.


id: tetfle-14
author: Aluko, Dr Ruth; Januario, Dr Francisco
date: 2020-12-10
pages: 212
extension: .pdf
mime: application/pdf
words: 63603
sentence: 3394
flesch: 50
cache: cache/tetfle-14.pdf
txt: txt/tetfle-14.txt
title:
  DETA Conference Proceedings 2011:: Ensuring the Highest Possible Quality of Education in a Changing Africa

summary:
  Example 1: A pedagogic episode from Learners and learning Shulman (2004:207) advocates the uses of cases as one way of representing knowledge to teacher education students. Distance education students are given support by means of facilitation, peer interaction and support and the supplied materials (Garrison and Baynton, 1987).


# url

id: tetfle-89
domain: www.semanticscholar.org
url:
  https://www.semanticscholar.org/paper/a-systematic-review-of-the-effective-continuing-oftorgerson-nielsen/e609e9a74402fd5c4153303747c192c08686cfcf


id: tetfle-89
domain: www.intechopen.com
url:
  https://www.intechopen.com/books/teacher-education-in-the-21st-century/challengesfaced-by-educators-in-the-implementation-of-continuing-professional-teacher-development-c


id: tetfle-91
domain: www.usnews.com
url:
  https://www.usnews.com/education/blogs/high-school-notes/2015/02/02/3-ways-high-schoolcounsellors-can-help-students-parents


id: tetfle-4109
domain: www.un.org
url:
  https://www.un.org/en/academic-impact/covid-19-andhigher-education-education-and-science-vaccine-pandemic


id: tetfle-86
domain: mastercardfdn.org
url:
  https://mastercardfdn.org/wpcontent/uploads/2019/07/sea-teacher-preparation-and-support-literature-review.pdf


id: tetfle-68
domain: stbweb02.stb.sun.ac.za
url:
  http://stbweb02.stb.sun.ac.za/tutors/documents/deep%20and%20surface%20approaches%20to%20learning.pdf


id: tetfle-3709
domain: edsource.org
url:
  https://edsource.org/2020/unable-tocompletestudent-teaching-prospective-teachers-may-get-reprieve/629318


id: tetfle-84
domain: www.oerafrica.org
url:
  http://www.oerafrica.org/resource/developingcurriculum-and-learning-resources-guidelines-effective-practice


id: tetfle-84
domain: www.unesco.org
url:
  http://www.unesco.org/new/en/communicationand-information/access-to-knowledge/open-educational-resources/what-are-open-educationalresources-oers/


# ent

id: tetfle-4171
sid: 174
eid: 1
type: PERSON
entity:
  ofmultilingual andmulticulturaldevelopment,40(5),361-374,https:// doi.org/10.1080/01434632.2018.1543691 benson


id: tetfle-3709
sid: 219
eid: 1
type: PERSON
entity:
  https://edsource.org/2020/unable-tocompletestudent-teaching-prospective-teachers-may-get-reprieve/629318 lawson


id: tetfle-86
sid: 293
eid: 2
type: ORG
entity:
  http://www.iosrjournals.org/iosr-jhss/papers/vol.%2023%20issue2/version5/d2302052741.pdf federal ministry of education


id: tetfle-84
sid: 1536
eid: 6
type: ORG
entity:
  http://rt3region7.ncdpi.wikispaces.net/file/view/eval%20pd%20article-guskey.pdf/461738692/ eval%20pd%20article-guskey.pdf


id: tetfle-84
sid: 1543
eid: 3
type: ORG
entity:
  http://www.unesco.org/new/en/communicationand-information/access-to-knowledge/open-educational-resources/what-are-open-educationalresources-oers/. university of south africa


# pos

id: tetfle-89
sid: 282
tid: 6
pos: NOUN
token:
  chapter.https://www.intechopen.com/books/teacher-education-in-the-21st-century/challengesfaced-by-educators-in-the-implementation-of-continuing-professional-teacher-development-c

lemma:
  chapter.https://www.intechopen.com/books/teacher-education-in-the-21st-century/challengesfaced-by-educators-in-the-implementation-of-continuing-professional-teacher-development-c


id: tetfle-91
sid: 338
tid: 1
pos: PROPN
token:
  wordpress.com/2015/09/21/as-agood-counsellor-explain-briefly-on-six-main-principles-of-appraisal-techniques-introduction/

lemma:
  wordpress.com/2015/09/21/as-agood-counsellor-explain-briefly-on-six-main-principles-of-appraisal-techniques-introduction/


id: tetfle-91
sid: 393
tid: 3
pos: NOUN
token:
  https://www.usnews.com/education/blogs/high-school-notes/2015/02/02/3-ways-high-schoolcounsellors-can-help-students-parents

lemma:
  https://www.usnews.com/education/blogs/high-school-notes/2015/02/02/3-ways-high-schoolcounsellors-can-help-students-parent


id: tetfle-84
sid: 1543
tid: 29
pos: PROPN
token:
  http://www.unesco.org/new/en/communicationand-information/access-to-knowledge/open-educational-resources/what-are-open-educationalresources-oers/.

lemma:
  http://www.unesco.org/new/en/communicationand-information/access-to-knowledge/open-educational-resources/what-are-open-educationalresources-oers/.


