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A reflection on social science teachers' pedagogical content knowledge and its implications for learner performance : a case of schools in Mpumalanga Province, South Africa

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dc.contributor.advisorModipane, M.C.
dc.contributor.advisorSefara, P. J.
dc.contributor.authorMashiloane, David Mathabi
dc.date.accessioned2025-02-14T07:17:44Z
dc.date.available2025-02-14T07:17:44Z
dc.date.issued2023
dc.descriptionThesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2023en_US
dc.description.abstractRefer to the documenten_US
dc.format.extent93 leavesen_US
dc.identifier.urihttp://hdl.handle.net/10386/4899
dc.language.isoenen_US
dc.relation.requiresPDFen_US
dc.subjectSocial sciencesen_US
dc.subjectTeachersen_US
dc.subjectHigh school educationen_US
dc.subject.lcshSocial sciencesen_US
dc.subject.lcshSocial sciences -- Study and teaching (Secondary) -- South Africaen_US
dc.subject.lcshEducation -- Curricula -- South Africaen_US
dc.subject.lcshAcademic achievementen_US
dc.subject.lcshPedagogical content knowledgeen_US
dc.titleA reflection on social science teachers' pedagogical content knowledge and its implications for learner performance : a case of schools in Mpumalanga Province, South Africaen_US
dc.typeThesisen_US

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