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H. Khoza

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Open access Aug 2026

Examining the nature of biology teacher explanations and resulting student heightened interaction: A topic-specific PCK analysis approach

Teacher explanations are often viewed as monologic instructional methods associated with authoritative classroom discourse. This study challenges this assumption by examining how Life Sciences teachers’ mobilisation of Topic-Specific Pedagogical Content Knowledge (TSPCK) components within explanations shapes subsequent...

H. Khoza · 0 citations

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