Relevant bibliographies by topics / Zimbabwean teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Zimbabwean teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Zimbabwean teachers"

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de Lowerntal, Elizabeth. "Curricular Innovations in Traditional Music: A Case Study of Zimbabwean Music Teacher Education." British Journal of Music Education 15, no. 2 (July 1998): 171–80. http://dx.doi.org/10.1017/s0265051700009323.

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The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum.
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Kufakwami, David, Jani Mtetwa, and Rudo Kwari. "Peer Mentoring by resource teachers in Zimbabwean schools." Mentoring & Tutoring: Partnership in Learning 11, no. 3 (December 2003): 273–83. http://dx.doi.org/10.1080/1361126032000138328.

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Shizha, Edward. "Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe." Australian Journal of Indigenous Education 37, no. 1 (2008): 80–90. http://dx.doi.org/10.1017/s1326011100016124.

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AbstractDespite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.
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Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.

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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.
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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.
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de Villiers, Rian, and Zenzele Weda. "Zimbabwean Teachers in South Africa: their Needs and Advice to Prospective Migrant Teachers." Journal of International Migration and Integration 19, no. 2 (February 13, 2018): 299–314. http://dx.doi.org/10.1007/s12134-018-0558-0.

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Dziva, Cowen, and Gretchen Erika Du Plessis. "Girls with Disabilities in Zimbabwe's Inclusive Rural Schools: Challenges and Possibilities." Southern African Journal of Social Work and Social Development 32, no. 1 (February 18, 2020): 18. http://dx.doi.org/10.25159/2415-5829/5994.

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The aim of this study was to understand the social and academic experiences of girls with disabilities (GWD) in Zimbabwe’s inclusive secondary rural schools. Guided by the concepts of the critical feminist disability theory, data were collected through in-depth interviews with five purposefully selected girls with physical and sensory disabilities and five special-needs teachers. The findings reveal that, despite the presence of supportive attitudes and resource centres, these GWD’s basic right to quality, inclusive education is negated in rural schools. The research participants narrated their struggles with barriers created by negative attitudes, resource constraints and inaccessible environments. The intersection of gender, disability and rurality contour the experiences of GWD. In particular, resilient patriarchal, religious and societal norms prefigure GWD as abject beings, unworthy of investment by some parents, teachers and state officials. Thus, the notion of inclusive education as adopted in Zimbabwean official policies does not appear to be supported by the implementation or awareness raising of teachers and school leaders in the Mberengwa district of Zimbabwe’s Midlands Province.
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De Villiers, Rian, and Zenzele Weda. "Zimbabwean teachers in South Africa: A transient greener pasture." South African Journal of Education 37, no. 3 (August 31, 2017): 1–9. http://dx.doi.org/10.15700/saje.v37n3a1410.

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Kazunga, Cathrine, and Sarah Bansilal. "Zimbabwean in-service mathematics teachers’ understanding of matrix operations." Journal of Mathematical Behavior 47 (September 2017): 81–95. http://dx.doi.org/10.1016/j.jmathb.2017.05.003.

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Sunzuma, Gladys, and Aneshkumar Maharaj. "Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry." Australian Journal of Teacher Education 45, no. 7 (July 2020): 77–93. http://dx.doi.org/10.14221/ajte.2020v45n7.5.

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This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches.
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Dissertations / Theses on the topic "Zimbabwean teachers"

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Shumba, A., and J. Shumba. "Mentorship of student teachers on teaching practice : perceptions of teacher mentors in Zimbabwean schools." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/604.

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Mentorship as a concept in teacher training is vital in developing full professionals. It becomes even more effective if the mentors are adequately prepared for their mentorship roles. This study sought to determine: (a) the nature of training mentors had received in mentorship; (b) the extent to which they understood their role as mentors; (c) the mentors' views on the assistance they rendered to mentees; (d) the relationship between parent colleges and mentors; and (e) assess implications for teacher training in Zimbabwe. The study followed a descriptive survey design which utilized both quantitative and qualitative approaches. A comprehensive questionnaire was administered on a purposeful and information-rich sample of 120 mentors in two provinces in Zimbabwe. Interviews were also held with some of the mentors to triangulate findings from the questionnaire. The study revealed that many mentors had not been given any formal training in mentorship; they were not really sure of their roles and while they stated that they assisted mentees to the best of their abilities assistance given to mentees differed from mentor to mentor. College supervisors did not consult mentors for mentees' progress checks and mentors had no input in the final assessment of students under their tutelage. College supervisors and mentors' input should be incorporated in the final assessment of students.
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Zendah, Ketiwe. "Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4937.

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Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
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Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teacher's knowledge of the concept of a function." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/1833.

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Philosophiae Doctor - PhD
The purpose of the study was to investigate prospective 'A' level mathematics teachers’ knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teacher’s knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.
South Africa
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Machawira, Patricia. "Teachers living with AIDS underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-111501.

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Chitsamatanga, Bellita Banda. "An investigation into the perceptions of female academics on their career development: a comparative study of South African and Zimbabwean universities." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/d1019735.

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This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
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Gwimbi, Eric Mangwende. "A study of the association of Zimbabwean A-level biology teachers' classroom practices with their school contexts and nature of science attitudes." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396029.

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Mushayikwa, Emmanuel. "An investigation of the perceived impact of ICT on the self-directed professional development of Zimbabwean A-level science and mathematics teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9876/.

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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.

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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
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Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.

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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.
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Magumise, Johnson. "Parent and teacher experiences of Zimbabwean inclusive education." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65442.

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The study investigated parent and teacher experiences of Zimbabwean inclusive education. Obscurity in inclusive education and methods of effectively practising it, limited research on parent and teacher experiences of inclusive education, and controversies regarding inclusive education all prompted this study. Parent and teacher experiences of Zimbabwean inclusive education have not been adequately investigated, hence their implications for inclusive education practice. The rationale for the study was to obtain sufficient information on the experiences, which could help improve inclusive education. Review of literature indicates that inclusive education is less restrictive and more appropriate than special education although special education formed the ancestry of inclusive education. The idea of inclusive education, rooted in human rights ideology, called for the reorganisation of schools to cater for learner variations. Controversies in inclusive education include whether it should simply be inclusive or fully inclusive, whether emphasis should be on equity or excellence, and whether inclusive education can be dissociated from special education. Parent and teacher inclusive education experiences include schools resisting parents as collaborators, attitudes and expectations towards inclusive education, preferences regarding inclusive education forms and implementation styles, and other concerns about inclusive education. Vygotsky?s constructionist view on disability provided the theoretical framework, providing sources on the perceptions of disability, and measures for catering for learner peculiarities. The study adopted constructivism paradigm, a qualitative design. Parents and teachers of mainly learners with disabilities comprised the study unit, (24, i.e. conveniently and purposively selected unit of 12 parents and 12 teachers). Semi-structured interviews and focus groups were used as the research methods. Ethical considerations observed included ethical clearance and informed consent. To ensure quality research, credibility, dependability, conformability and transferability were ensured. Data were analysed using NVivo and presented primarily in tree diagrams and models. The study results indicate the varying conceptualisations and experiences of inclusive education. Inclusive education beneficiaries include children, parents, communities, and the labour market. Benefits include improved social skills, family cohesion, and community productivity. Experience sharing between parents and teachers was found to be more constructive than otherwise. More awareness campaigns, stakeholder cooperation, infrastructural development, resource mobilisation, and government effort were recommended.
Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
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Books on the topic "Zimbabwean teachers"

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Veit-Wild, Flora. Teachers, preachers, non-believers: A social history of Zimbabwean literature. 2nd ed. Harare: Baobab Books, 1993.

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Veit-Wild, Flora. Teachers, preachers, non-believers: A social history of Zimbabwean literature. London: Hans Zell Publishers, 1992.

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Veit-Wild, Flora. Teachers, preachers, non-believers: A social history of Zimbabwean literature. London: Hans Zell, 1992.

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Chairman of fools. Harare: Weaver Press, 2005.

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Eppel, John. Absent: The English teacher. Harare: Weaver Press, 2009.

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Gweru, Zimbabwe: Mambo Press, 1994.

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Chivore, B. S. R. Teacher education in post-independnet Zimbabwe. [Harare, Zimbabwe: Zimbabwe Foundation for Education with Production, 1990.

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Frencken, Henk. Voor de klas in Zimbabwe: Over de geschiedenis van het onderwijs in Zimbabwe en problemen in de lespraktijk. Amsterdam: VU Uitg., 1988.

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Chiware, E. R. T. A handbook for teacher-librarians in Zimbabwe. Harare: Zimbabwe Library Association, 1989.

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A history of teacher education in Zimbabwe, 1939-1999. Harare: University of Zimbabwe Publications, 2007.

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Book chapters on the topic "Zimbabwean teachers"

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Mandikonza, Caleb, and Cecilia Mukundu. "Enhancing Agency and Action in Teacher Education in Zimbabwe." In Schooling for Sustainable Development in Africa, 245–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_18.

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Evelyn, Hwami, and Munorweyi Matamba. "The Theory and Practice in Teacher Education in Zimbabwe." In The Education Systems of Africa, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_15-1.

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Mtetwa, David Kufakwami Jani. "Mentoring in Mathematics Teaching and Teacher Preparation in Zimbabwe." In Proceedings of the Ninth International Congress on Mathematical Education, 177–78. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_40.

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Evelyn, Hwami, and Munorweyi Matamba. "The Theory and Practice in Teacher Education in Zimbabwe." In The Education Systems of Africa, 277–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_15.

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Muwaniki, Chenjerai, and Volker Wedekind. "Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future." In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_26-1.

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Muwaniki, Chenjerai, and Volker Wedekind. "Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future." In Handbook of Vocational Education and Training, 1649–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_26.

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"The Perilous Trek: Zimbabwean Migrant Children and Teachers in South Africa." In Refugees, Immigrants, and Education in the Global South, 66–81. Routledge, 2013. http://dx.doi.org/10.4324/9780203067734-10.

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"Theorising Critical Citizenship in Two Zimbabwean Teachers Colleges Using Sen’s Instrumental Freedoms." In African Higher Education in the 21st Century, 191–211. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004442108_013.

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Madongonda, Angeline M., and Sithembeni Denhere. "Corpus Linguistics." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 174–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4574-5.ch010.

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This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.
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Mpofu, Stanley. "Trends in Human Resource Development in Zimbabwe." In Teacher Education, 228–51. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch013.

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The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.
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Conference papers on the topic "Zimbabwean teachers"

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de Villiers, Johannes, and Zenzele Weda. "SOUTH–SOUTH MIGRATION OF ZIMBABWEAN TEACHERS: MOTIVES FOR MIGRATION AND FUTURE CAREER PLANS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0079.

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