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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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Published ArticleMentorship 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 - PhDThe 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
Unrestricted
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Chakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
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Chitumwa, Chemunondirwa Christopher. "Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14840.
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The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
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Zikhali, Edson. "An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/651.
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The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.
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Chivore, B. R. S. "Recruitment and training of non-graduate secondary teachers in Zimbabwe." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019567/.
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Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.
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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.
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Shumba, Jenn. "Secondary school children's experiences of bereavement: implications for school counselling in Harare Metropolitan Province." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007237.
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Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or her individual unique experiences. An interpretive phenomenological approach was employed to collect and analyse the data. All the cases were purposively selected as they were bearers of crucial information on bereavement experiences and bereavement counselling. The study established nine (9) key findings. First, it was found that the type of attachments and support systems the child had were contributory to the way the child experienced bereavement. Second, it was established that although learners manifested emotional pain, they found it difficult to verbalise it. Third, the study found that cultural practices either exacerbate or work for the better for bereaved children as some were seen to enhance their livelihood whilst some were detrimental and oppressive. Fourth, it was established that bereavement triggered philosophical and reflexive reactions on the part of bereaved children. The deaths of the parents resulted in them reflecting on the three phases of their life trajectories: life before death; at the time of death; and after death. Fifth, it was also established in the study that there was a mismatch in what children and counsellors claimed to be happening in secondary schools pertaining bereavement counselling provisioning. Sixth, the study found that most children did not receive any bereavement counselling in schools. Only three out of the 13 learner cases interviewed in this study had a teacher in the school talk to them about loss of their parents. In some instances, a child’s bereavement was only discovered through the grapevine or when this researcher got to the school. Seventh, it was established that although counsellors were qualified as both teachers and counsellors, they lacked confidence in dealing with sensitive issues such as bereavement. Eighth, the study also found that although there is a lot of death in Zimbabwe the counselling syllabi lacked focus on bereavement counselling. Ninth, it was also discovered that teachers who were not assigned to counselling duties had negative attitudes towards counselling, a matter which has serious consequences for the bereaved learners. Based on the above findings, the study concludes that bereaved children experienced a variety of circumstances that impacted both positively and negatively on their schooling and rendered them in need of bereavement counselling. It also concludes that bereaved learners in selected Harare schools were not receiving adequate bereavement counselling; schools neither had policies nor laid down procedures on bereavement counselling. For further research, the study recommends that there should be research focusing on methodologies designed to access children’s innermost feelings of emotional pain. There should be further research on the nature of the relationship between a child’s bereavement and educational experiences. Studies involving other bereaved populations, such as, children from rural areas and primary school children should be carried out in order to gain insights on how the phenomenon is experienced by different age groups in different contexts. To improve counselling practice in schools, the study recommends that there should be capacity building programmes aimed at assisting teachers to deal with bereavement counselling. School bereavement counselling should explore collaboration with other stakeholders such as peers, care givers and government as well as non-governmental organisations. Above all, the study recommends that schools should be proactive and have school bereavement policies and procedures on bereavement counselling.
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Mangwaya, Ezron Pemberai. "Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018179.
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Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
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Stiles, Kathy Greaves. "Inhibitors to change: a case study of teacher change in a rural African context." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003460.
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Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.
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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.
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Philosophiae Doctor - PhD ( Language Education)Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.
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Makiwa, Ellen. "An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5025.
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Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
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Mufute, Josphat. "The training of the non-specialist music teacher in Zimbabwe : a case study." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/565.
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The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
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Mlambo, Phares Jona Taindisa. "Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22042.
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Bibliography: pages 88-95.The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
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Mandikonza, Caleb. "Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1007321.
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This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher in participant observations and interviews with rural people to document indigenous knowledge practices and to develop materials for the students to work with in the lessons design part of the study. The student teachers used the documented practices to generate learning activities and lesson plans to teach the science concepts they had identified. A peer review session and focus group interviews followed the lesson presentations. Findings from the research point to the rural community being a repository of diverse indigenous knowledge practices. Student teachers showed that they had prior knowledge of both indigenous knowledge practices and science concepts when they come to class. Student teachers were able to relate indigenous knowledge practices and science concepts in ways that have the potential to enhance the learning of science in rural school contexts that lack laboratories and science equipment. The scope of the study does not allow for anything beyond tentative conclusions that point to the need for further work to be undertaken with student teachers and for the research to be extended to teaching and learning interactions in schools. Recommendations are also made for further resource-based work to be undertaken within the forthcoming St²eep implementation phase in 2007.
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Rumano, Moses Brighton. "Africa University's approach to Zimbabwe's HIV/AIDS epidemic a case study of teacher preparation /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240602408.
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Rumano, Moses Brighton. "Africa University’s Approach to Zimbabwe’s HIV/AIDS Epidemic: A Case Study of Teacher Preparation." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240602408.
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Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.
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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.
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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
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Nyarambi, Arnold, and Esther Ntuli. "A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8221.
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This study examined Early Childhood Development (ECD) teachers’ perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledge, and most teachers did not follow developmentally appropriate curriculum. Threats and challenges included: lack of knowledge and assessments to diagnose developmental delays, disabilities, as well as lack of developmentally and culturally relevant teaching materials. Regression analysis indicated that age, experience, location, and training are important variables explaining perceived benefits of ECD. This study offers research-based ways to address challenges and threats to effective ECD programs.
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Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.
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Billing, Hannah, and Johanna Dixelius. "”I think it’s good, it’s only the remunerations, they are poor” - Perceptions on Being a Teacher in Zimbabwe." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30886.
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This study aims to identify factors that influence teachers’ conditions in Zimbabwe. Eight teachers have been interviewed in different parts of Zimbabwe. Theories on motivation have been used to analyze the findings. The analysis led up to two categories of factors with impact on teachers’ conditions, which are named Remuneration Factors as well as Non-remuneration Factors. Our findings reveal that when the remunerations are on such a low level that the teachers experience hardships in satisfying their most basic needs, their over-all motivation is negatively influenced. However, the teachers are at the same time motivated by the fact that they enjoy the job itself.
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Mudavanhu, Young. "The contribution of theory and practice to the professional development of students learning to become secondary teachers in Zimbabwe." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15888.
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This research investigated the perceptions of student-teachers and lecturers regarding Initial Teacher Education (ITE) for secondary teachers in Zimbabwe. The ways in which factors in and between the university and school settings for ITE shaped learning to teach were investigated. Student-teachers’ and lecturers’ perceptions of the development of ideas as student-teachers moved through the different stages of training were also investigated. The study employed a qualitative case study methodology and methods - interviews, biographical questionnaires and document analysis. Data analysis began by defining a priori themes and identifying parts of the interview transcripts that were relevant to these a priori themes. The initial coding was then refined by adding additional codes which emerged from the data to create a final coding template to interpret findings. Activity Theory was used to provide a conceptual map to help describe and analyse the findings. Student-teachers had varied backgrounds and motives for joining the teacher education programme. These were often at variance with the goals of ITE. They had pre-conceived ideas about teaching from their years of schooling, prior training and work experience. Student-teachers were learning to teach in the university setting and attempting to prove their competence in school settings. In both settings students, teachers and lecturers constituted the learning communities. Relationships and availability of tools often determined the kind of support student-teachers were receiving. The factors encountered within and between the two different activity systems shaped learning to teach in various ways. ‘Taken-for-granted’ practices were not questioned and this limited the ways in which ideas presented in the university were used in the school setting. The student-teachers’ professional development, evident both to the students themselves as well as their lecturers, demonstrated not only growth in their pedagogical maturity, but also some deeper insights and the beginnings of their teacher identity. Much literature argues that learning to become an effective practitioner necessitates the use of reflective practice as a tool to resolve contradictions and for processing and internalising the complexities of boundary crossing between settings. The ‘theory-practice’ gap can be viewed as a ‘transformation space’ where teacher identity is often developed. A model to explain learning to teach made up of five elements is proposed: preconceived ideas of teaching, new ideas, contradictions, socialisation and reflective practice. The findings suggest that the university where the study was carried out should harmonise espoused practice and actual practice so that activities are consistent with the notion of concurrent learning. Concerted efforts are also needed to develop collaborative school-university partnerships, which foster reflective practice as a tool to promote professional development. Staff development programmes are needed to develop appropriate working practices. Working conditions for teachers need to be revised by the Zimbabwe government, both to encourage teaching as a desirable profession and to keep pace with changes occurring in pedagogic practice. Further research is needed to investigate how students can successfully negotiate and learn from university-school boundary crossing issues, and what sort of boundary brokers and tools are needed. Contextual factors in Zimbabwe are such that little funding is available to develop ITE. The challenge is to find innovative ways of using scarce resources to produce high quality teachers.
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Mawuye, Enock Panganayi. "An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5058.
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The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
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Kanyoka, Maxwell Obediah. "A case study of a school in Zimbabwe : investigating challenges faced by rural O-level students and strategies used by teachers in the English reading-comprehension classes." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623193.
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The purpose of this study is to determine the challenges O-level students face and other factors that contribute to poor reading-comprehension and it further seeks to establish the strategies that teachers employ in teaching reading-comprehension to O-level students. This study applied the qualitative case study methodology at a rural secondary school in Zimbabwe with twenty-nine participants purposively sampled. The students were first given two texts to read; one narrative and the other expository to provide information about the strategies they use to comprehend texts using a thinkaloud protocol to determine the challenges they face before, during and after reading narrative or expository texts. Further, the researcher conducted observation as a nonparticipant observer, semi-structured interviews, focus group discussions (FGD) and documentary evidence from class and exams' records about students' work. The results of the study reveal that O-level students face challenges in readingcomprehension as they are unable to approach written texts actively to interact meaningfully with texts and are incapable of setting specific goals for reading hence face challenges with word meanings, resulting in them unable to make connections with new vocabulary. When reading-comprehension gets difficult, students are only able to monitor their reading-comprehension using the clarifying strategy, which is only one of the monitoring strategies used to repair reading-comprehension failure. The main conclusion about students is that they lack vocabulary synonym-language to handle reading-comprehension tasks; they have not been availed reading materials to expand their vocabulary through extensive reading. Findings indicate that teachers are contradictory in their use of strategies that help students activate their prior knowledge and they use less effective methods such as lecturing and testing. They do not make use of the Communicative Language Teaching (CLT) approaches to process-teach reading-comprehension. Therefore, the researcher recommends a reflection upon current reading-comprehension teaching methods so as to improve instruction and that the government should buy textbooks and library books for students and reduce class sizes. Teachers also should conduct a formative assessment to improve teaching and draw up detailed schemes and organise school training days and also acquire old magazines and newspapers to provide students' extra reading material and give timely feedback to inform and monitor student progress in reading-comprehension.
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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.
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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.Microsoft� Word 2010
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Chitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).
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Johnson, David Frank. "The effectiveness of a genre-based approach to the academic literacy of teacher trainers and trainees in Zimbabwe." Thesis, University of Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260847.
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Karumazondo, Washington. "A case study of the experiences of newly qualified teachers during their first year of teaching in secondary schools in Zimbabwe." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560515.
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This thesis focuses on research that was conducted in secondary schools in Zimbabwe in 2003. This study was inspired by the researcher's growing interest in continuing professional development, which started from the experience of working with newly qualified teachers (NQTs) as a headteacher in Zimbabwe in the 90s. This interest was further enhanced by the study of the induction of newly qualified teachers in Oxfordshire in 2000, and the absence of published research into the learning of novice NQTs in Zimbabwe. The study focused on exploring the experiences of NQTs during their first year of teaching in secondary schools in Zimbabwe. The purpose of this study was to generate an in-depth understanding of the experiences of NQTs, their professional development needs and the forms of support they received. Such an understanding, in a context where no research of this nature had been conducted, required a strategy that could enable the researcher to get as close to the researched as possible in a manner that could allow for great flexibility in adapting research to contextual realities. An exploratory/descriptive qualitative case study was considered the most suitable strategy against the background of no previous research on this focus. Data was generated through interviews and observation from two samples with schools in Harare and Mashonaland East regions, which the researcher considered safe to research in, given the political climate in Zimbabwe at the time. The learning of the NQTs during the first year of teaching is one of the key issues underpinning this study. This thesis explores what and how NQTs learn during their first year of teaching in secondary schools in Zimbabwe. Models of teacher learning are reviewed and used in analysing the experiences of the NQTs. There is an on- going debate on support for novice teachers in schools in literature in the Western world. On the one hand there are proponents of formal induction while on the other hand any planned support is viewed as interference with the new teacher's learning. Literature on learning in the workplace provides scope on the significance of the school climate on the learning of teachers. Findings reveal that NQTs had negative experiences at the beginning of the year with major problems in their deployment, delays in processing of salaries during the first term and a critical shortage of resources. The participants indicated professional development needs of NQTs including classroom management and control, teaching methods, adjusting subject content to the level of students, the need to be observed and to observe other teachers and support in implementing new ideas. The study also revealed that there were varying formal and informal provisions for support in schools, as there is no formal national policy guiding the induction of NQTs in schools. The findings of this study provide a basis for key recommendations for educational practice and research.
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Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology." Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.
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Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.
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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provision of education to the disadvantaged Black Africans. Reforms focused on the millennium development goals (MDG) whose aims were to provide (primary school) education for all by 2015. The economy of Zimbabwe, which experienced growth soon after independence, declined rapidly in the late 1990s and 2000 leading to the hyperinflation of 2008. This led to adverse effects on the provision of quality education and teacher demotivation. Some teachers in this study revealed a sense of a compromised professional identity; there was also a sense of a teaching community that included many ‘accidental’ teachers. It was also possible to detect many teachers having a sense of a lack of control; discontentment was high among the teacher respondents. There was also a reluctance to understand the need for accountability and commitment by a significant number of the teacher respondents.
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Ranga, Dick. "Teachers on the move : an analysis of the determinants of Zimbabwean teachers' immigration to South Africa." Thesis, 2013. http://hdl.handle.net/10500/10491.
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The thesis aimed at explaining why some Zimbabwean teachers have migrated to South Africa while others have not despite experiencing the same economic and political crisis. The focus was on external secondary brain drain, which is the movement of human resources from one country to another within the Southern African Development Community region (SIRDIC, 2008). It was premised on the theoretical argument that uneven development in the SADC region sustains the movement of human resources from the poorer countries to the richer or ‘core’ countries in the region particularly South Africa. The thesis reviewed literature on the Zimbabwean crisis and conducted a quantitative field survey, which was supplemented by a qualitative aspect, in order to analyse the determinants of teacher migration to South Africa. The field survey involved the self-administration of questionnaires by 200 Zimbabwean teachers, half of them teaching in South Africa and the other half in Zimbabwe, as well as collected life stories from five migrant teachers, interviewed four school heads, and perused circulars. The research found that Zimbabwe’s reversed economic growth and social development constituted the background on which teacher migration occurred. This brain drain, which mainly involved highly qualified and specialised mathematics and science teachers, coincided with the peak of the Zimbabwean crisis around 2008 indicating its survival significance. Teacher migration continued after 2008 due networks and teachers’ salaries that remained inadequate as they were close to the poverty line. Several recommendations were made including strategies for reducing the brain drain.Development Studies
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Mahlase, Nkate Philemon. "The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools." Thesis, 2021. http://hdl.handle.net/10386/3380.
Full textAbstract:
Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools.
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Garudzo-Kusereka, Louis. "Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspective." Diss., 2003. http://hdl.handle.net/10500/1071.
Full textAbstract:
The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made.Educational Studies
M. Ed. (Education Management)
43
Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teachers' knowledge of the concept of a function." Thesis, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6869_1182811715.
Full textAbstract:
The purpose of the study was to investigate prospective &lsquo
A&rsquo
level mathematics teachers&rsquo
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&rsquo
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&rsquo
subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers&rsquo
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&rsquo
knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teachers 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.
44
Machawira, Patricia. "Teachers living with AIDS : underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools." Thesis, 2009. http://hdl.handle.net/2263/24071.
Full textAbstract:
This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people’s experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners’ experiences, and to faithfully present and represent the stories told by teachers living with AIDS. I used the data collected from the teachers’ stories to write narratives that gave a first person account of the experiences of each teacher. To express my own voice in the text I created a column on the side of each page where I recorded my own experience of the process of the inquiry. I used inductive analysis in order to make sense of the field data. Rather than beginning with a theory, inductive analysis allowed me to expose the dominant and significant themes in the raw data without imposing preconceptions on the data. Three distinct themes emerged from the analysis, and formed my conceptualisation of the experiences of teachers living with AIDS: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person; b) HIV illness and its impact on the body of the teacher; c) teachers as emotional actors. The main findings from the study suggest that in a context with AIDS there are limits to what education policy can achieve if it remains out of touch with a real world in which school is attended by children and teachers whose bodies are either infected or affected by the HIV virus. This is substantiated by the fact that while the HIV/AIDS policy is about bodies and about emotions, it is blind to the bodies and the emotions of those implementing it. I contend that it is this oversight that creates the wide gap between policy intentions and outcomes. Secondly the study highlights the uniqueness of HIV/AIDS education policy and its implementation which, unlike other education policies, powerfully brings to the fore the emotions of the implementers. I conclude the study by suggesting that the policy-making process be reconstructed to inscribe the real bodies and real emotions of the teachers into the policy, to shift from a purely prevention mode to one that looks at the whole prevention-to-care continuum and acknowledges that a significant majority of school pupils and teachers are infected and affected.Thesis (PhD)--University of Pretoria, 2009.
Education Management and Policy Studies
unrestricted
45
Munikwa, Simbarashe. "An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice." Thesis, 2016. http://hdl.handle.net/10500/22155.
Full textAbstract:
The purpose of this study was to explore the Zimbabwean physics teachers’ interpretation of the Advanced Level Physics curriculum. The study was motivated by the teachers’ lacklustre approach to adopting new practices and the poor alignment of their understanding with the practice envisaged by developers (Fullan, 2007:39; Ndawi&Maravanyika, 2011:68). Zimbabwean Advanced Level physics teachers are in this predicament, as evidenced by the low numbers of undergraduate students and the misconceptions displayed by physics learners enrolling for first year university work in physics-related disciplines (Kazembe and Musarandega, 2012:4). Having an idea of physics teachers’ perceptions, experiences and current practices with regard to the revised Advanced Level physics curriculum maybe fertile ground for intervention measures and policy decisions. To obtain a more holistic picture of the physics teachers’ practices, a mixed methods research approach using the convergent parallel research design was adopted for the study. A closed survey questionnaire was used to solicit for information from 56 physics teachers in four educational provinces. Random sampling was used to select the survey respondents. From these participants, 10 were purposively selected for face-to-face in-depth structured interviews basing on their availability and accessibility. Ten schemes of work,one from each interviewed teacher, for one school term and six past examination practical paper 4 question papers were collected and analysed using a document analysis guide. Quantitative data was analysed using descriptive statistics and chi-square, whereas qualitative data was collated into themes for discussion purposes. The findings of the study reveal that the physics teachers have embraced the ideals of the physics curriculum and adapted it to their operating context through the reiterative interpretation process to construct personal meaning. The teachers are mainly utilising teacher-centred approaches to impart knowledge to the learners which is not consistent with the physics curriculum anticipations of using learner-centred approaches. The physics teachers are superficially interpreting the physics curriculum.The physics teachers need to embrace the learner centred teaching approach andbe empowered to enhance their curriculum interpretation and teaching practices through staff development.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
46
Bakasa, Everisto Chiyangwa. "An exploration of the livelihood and coping strategies of urban teachers in post economic crisis Zimbabwe 2009-2015." Diss., 2016. http://hdl.handle.net/2263/51285.
Full textAbstract:
This study explored the experiences and survival strategies of teachers in Zimbabwe in the context of low salaries that were brought by the adoption of the multicurrency system in 2009. The specific objectives were to: (i) examine the main socio-economic challenges that teachers are facing after the dollarization of the economy; (ii) establish how the teachers are coping with the challenges; and (iii) illuminate some of the key areas in which in which government may improve conditions and enhance teachers’ wellbeing so as to retain them in the education sector. To achieve its objectives, the study adopted a qualitative interpretive research paradigm. Data collection entailed conducting in-depth interviews with 20 male and female teachers drawn from primary and secondary schools in high and low density areas of the capital Harare. The objective of the interviews was to explore the coping strategies of the teachers in the post-crisis period. The livelihood framework provided the theoretical and analytical framework for the study. The key thesis of this framework is that there is a direct link between assets and the options people possess in practice to pursue alternative activities that can generate the income level required for survival. The interview guide was thus designed to solicit information of the respondents’ income levels; income-generating activities, expenditure and purchasing patterns, rural-urban ties, social networks, and community participation. The key findings of the study were that: the main socio economic challenges that the teachers are facing after the dollarization of the economy include poor salaries, poor living conditions, poor working conditions, demotivation, and restricted career growth paths and to cope with these challenges, the teachers are using the five identified forms of capital—human, physical, natural, financial, and social— to sustain their livelihoods. However a salient finding was that the teachers generally reduced their expenditure and diversified their sources of income as coping strategies. The study concludes with the following three policy recommendations. First, the government should consider using tangible compensation to improve teachers’ remuneration. Second, the government should also improving infrastructure in educational institutions to ensure that working conditions are conducive for teachers to carry out their work effectively. Third and finally, the government in partnership with organizations that promote children’s rights should mobilize resources that can be used to improve teacher motivation. These could include incentives, accelerated promotions and manpower development.Mini Dissertation (MSocSci)--University of Pretoria, 2016.
Sociology
MSocSci
Unrestricted
47
Makoni, Richard. "Peace education in Zimbabwean pre-service teacher education : a critical reflection." Thesis, 2015. http://hdl.handle.net/10500/18975.
Full textAbstract:
This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis.
Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole.Philosophy of Education
D. Ed. (Philosophy of Education)
48
Dube, Florence. "Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools." Thesis, 2015. http://hdl.handle.net/10500/19101.
Full textAbstract:
Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse needs effectively. The main problem has been failure by teachers to deal with gifted learners. The objective of this qualitative study focused on answering the key research question, ‘What are the teacher education initiatives undertaken by Teachers Colleges to prepare trainee teachers in handling gifted learners in primary schools in Zimbabwe?’ The problem is mainly attributed to preparation of teachers during pre-service training. Primary school education in Zimbabwe has tended to ignore gifted learners as compared to learners who experience academic barriers. It has been observed that records kept by trainee teachers on teaching practice reflect some serious planning considerations given to remedial cases in which gifted learners are completely ignored. This suggests that the trainee teachers are not deliberately ignoring gifted learners but have an inherent assumption that they do not need extra attention. The research was grounded in the constructivist paradigm to gain a full understanding of the social life-world of the initiatives by teacher education in the preparation of trainee teachers to handle gifted learners. A phenomenological design was employed to collect data through qualitative methods, namely semi-structured interviews, observation and focus group discussion. The respondents to these data collection methods were lecturers from two teachers colleges, qualified teachers and trainee teachers from two primary schools. The main finding was that gifted education was missing in the teacher preparation to enable trainee teachers to handle gifted learners. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for a national policy on gifted education to provide guidelines for teacher education programmes and that teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
49
Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools." Thesis, 2020. http://hdl.handle.net/10500/27212.
Full textAbstract:
Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
50
Ganyata, Obert. "Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy." Thesis, 2020. http://hdl.handle.net/10500/27037.
Full textAbstract:
This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus
group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The
effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music
education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community
contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the
very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts.Art History, Visual Arts and Musicology
D. Phil. (Music)