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Journal articles on the topic 'Zimbabwean teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum.

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2

Kufakwami, David, Jani Mtetwa, and Rudo Kwari. "Peer Mentoring by resource teachers in Zimbabwean schools." Mentoring & Tutoring: Partnership in Learning 11, no. 3 (December 2003): 273–83. http://dx.doi.org/10.1080/1361126032000138328.

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3

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

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AbstractDespite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.

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4

Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.

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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

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de Villiers, Rian, and Zenzele Weda. "Zimbabwean Teachers in South Africa: their Needs and Advice to Prospective Migrant Teachers." Journal of International Migration and Integration 19, no. 2 (February 13, 2018): 299–314. http://dx.doi.org/10.1007/s12134-018-0558-0.

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7

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

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The aim of this study was to understand the social and academic experiences of girls with disabilities (GWD) in Zimbabwe’s inclusive secondary rural schools. Guided by the concepts of the critical feminist disability theory, data were collected through in-depth interviews with five purposefully selected girls with physical and sensory disabilities and five special-needs teachers. The findings reveal that, despite the presence of supportive attitudes and resource centres, these GWD’s basic right to quality, inclusive education is negated in rural schools. The research participants narrated their struggles with barriers created by negative attitudes, resource constraints and inaccessible environments. The intersection of gender, disability and rurality contour the experiences of GWD. In particular, resilient patriarchal, religious and societal norms prefigure GWD as abject beings, unworthy of investment by some parents, teachers and state officials. Thus, the notion of inclusive education as adopted in Zimbabwean official policies does not appear to be supported by the implementation or awareness raising of teachers and school leaders in the Mberengwa district of Zimbabwe’s Midlands Province.

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De Villiers, Rian, and Zenzele Weda. "Zimbabwean teachers in South Africa: A transient greener pasture." South African Journal of Education 37, no. 3 (August 31, 2017): 1–9. http://dx.doi.org/10.15700/saje.v37n3a1410.

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9

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

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10

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

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

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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (February 1, 2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.

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Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (January 2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.

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This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.

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13

Patricia Muvirimi. "Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 22–29. http://dx.doi.org/10.22610/jevr.v10i1(v).2961.

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This qualitative study examined the competency of in-service teachers in inclusive education inZimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from onestate university participated in the study. Semi structured interviews were used to collect data. Thematicanalysis was used to analyse data. The study established that for most of the teachers, the in service trainingfairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study thatmost teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring andinteraction groups were common methods of teaching. It was also reported that lack of resources and lack ofsupport from other teachers were major challenges impeding teachers from meeting the needs of the learnersin inclusive setting. The study further revealed that extensive training on use of individual educationalprogram is needed during training. The study recommends that teachers be evaluated on all relevantcompetences during teaching practise which could enhance the professional development of in-serviceteachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tunethe teachers skills in teaching in an inclusive classes.

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14

McLaren, Joseph, and Flora Veit-Wild. "Teachers, Preachers, Non-Believers: A Social History of Zimbabwean Literature." African Studies Review 37, no. 3 (December 1994): 165. http://dx.doi.org/10.2307/524931.

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DODGSON, PAULINE. "Teachers, Preachers, Non-Believers: a social history of Zimbabwean literature." African Affairs 92, no. 369 (October 1993): 621–22. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098675.

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16

Wilson, David, Chocherai Mutero, Ajit Doolabh, and Margeret Herzstein. "Type a Behavior and Self-Reported Stress among Zimbabwean Teachers." Journal of Social Psychology 130, no. 1 (February 1990): 115–16. http://dx.doi.org/10.1080/00224545.1990.9922941.

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17

Munro, D. "A Free-Format Values Inventory: Explorations with Zimbabwean Student Teachers." South African Journal of Psychology 15, no. 1 (March 1985): 33–41. http://dx.doi.org/10.1177/008124638501500105.

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18

Waters, Harold A., and Flora Veit-Wild. "Teachers, Preachers, Non-Believers: A Social History of Zimbabwean Literature." World Literature Today 67, no. 4 (1993): 881. http://dx.doi.org/10.2307/40149781.

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19

Weda, Zenzele, and Rian de Villiers. "Migrant Zimbabwean Teachers in South Africa: Challenging and Rewarding Issues." Journal of International Migration and Integration 20, no. 4 (January 4, 2019): 1013–28. http://dx.doi.org/10.1007/s12134-018-00649-6.

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20

Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.

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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.

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21

Pretorius, SG, and VC Ngwenya. "Teachers’ perceptions of and attitudes towards performance appraisal in Zimbabwean schools." Africa Education Review 5, no. 1 (June 2008): 144–64. http://dx.doi.org/10.1080/18146620802144859.

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22

Ranga, Dick. "Gender Differences in the Migration of Zimbabwean Teachers to South Africa." Eastern Africa Social Science Research Review 31, no. 1 (2015): 43–62. http://dx.doi.org/10.1353/eas.2015.0003.

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23

Makaudze, Godwin, and Jairos Kangira. "High literacy level, very low reading culture: an examination of the underlying causes of the Zimbabwean paradox." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (October 29, 2016): 1198–204. http://dx.doi.org/10.24297/jal.v7i2.5155.

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Zimbabwe currently boasts of one of the highest literacy levels in Africa. Paradoxically, such an encouraging state of affairs is not paralleled with a high reading culture. Instead, the high levels of literacy are undone by a very low reading culture. This paper is an exploration of the possible underlying causes of such a state of affairs as well as the possible intervention strategies. It used the qualitative paradigm, with interviews and semistructured questionnaires being employed to extract information from selected teachers, learners, parents, readers, publishers and bookshop managers. For teachers, learners, readers and parents, random sampling was used whilst purposive sampling was used for publishers and bookshop managers. Data was discussed in accordance with the themes that emerged. The paper observed that the reasons of the paradox included: emphasis on passing the examination, high costs of living and of producing and accessing reading literature, paucity of serious works of art that illuminate life. Possible intervention strategies included: re-orienting the education system, partnerships meant to avail and subsidise accessibility of literature, re-orienting the Zimbabwean language policy and improving marketing strategies for literature.

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24

Musodza, Belinda R., Tawanda Runhare, Mamotena Mpeta, and Elphinah N. Cishe. "Influence of Timing in Introducing Teacher Performance Evaluation on Effective Outcomes: The Case of One Education District in Zimbabwe." Academic Journal of Interdisciplinary Studies 9, no. 6 (November 19, 2020): 18. http://dx.doi.org/10.36941/ajis-2020-0108.

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This paper reports on a study that assessed how timing of introducing teacher performance evaluation in one district in Zimbabwe influenced the achievement of the desired outcomes. The research was premised on the pragmatic research paradigm and underpinned by the Readiness Assessment, Design, Process, Significance (RADPS) conceptual framework. The convergent parallel mixed method design was employed for data gathering and analysis from randomly selected 292 teachers for the quantitative strand and 12 purposively selected teachers for the qualitative strand. Descriptive statistics and inferential statistics (Analysis of Variance (ANOVA) and Beta coefficient tests) were used to analyse quantitative data and ATLAS ti. 8 generated quotations and networks that summarised the narrative views of teachers on the timing of introducing the performance evaluation system. The ANOVA result (0.000) indicated that there was a significant relationship between the timing of introducing performance evaluation and its effectiveness and the Beta coefficient value (0.213) indicated a strong influence of timing of introduction on effectiveness of performance evaluation. The quantitative results were corroborated by findings from interviews, which indicated that the system had been imposed, had inadequate budgetary support, no piloting prior to implementation, inadequate pre-implementation training and marketing. These resultantly led to limited buy-in by stakeholders and a negative impact on the effectiveness of the whole performance evaluation system. Based on the findings, we concluded that due to its mistimed introduction, the performance evaluation system was ineffective in achieving its educational objectives in the Zimbabwean district where the study was conducted.

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Hlatywayo, Lincoln, Sophie Hlatywayo, and Zano Augustine Muranda. "The Extent to which Females Occupy Leadership Positions in Zimbabwean Teachers Colleges." IOSR Journal of Humanities and Social Science 19, no. 9 (2014): 28–36. http://dx.doi.org/10.9790/0837-19972836.

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Sibanda, Jephias, Sevious Mutopa, and Cosmas Maphosa. "Teachers’ Perceptions of Lesson Observations by School Heads in Zimbabwean Primary Schools." Journal of Social Sciences 28, no. 1 (July 2011): 21–28. http://dx.doi.org/10.1080/09718923.2011.11892925.

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27

Tevera, Daniel. "Remaking Life in Transnational Urban Space: Zimbabwean Migrant Teachers in Manzini, Swaziland." Migracijske i etničke teme / Migration and Ethnic Themes 30, no. 2 (2014): 155–70. http://dx.doi.org/10.11567/met.30.2.2.

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Maseko, Busani. "Teachers’ language ideologies, conflicting language policy and practices in Zimbabwean education system." Southern African Linguistics and Applied Language Studies 39, no. 1 (January 2, 2021): 30–42. http://dx.doi.org/10.2989/16073614.2021.1886591.

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29

Chimbunde, Pfuurai. "Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe." Journal of Research in Higher Education 5, no. 1 (August 1, 2021): 70–95. http://dx.doi.org/10.24193/jrhe.2021.1.3.

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Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.

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Shumba, Almon. "Student Teachers’ Perceptions of the Nature, Extent and Causes of Child Abuse by Teachers in Zimbabwean Secondary Schools." Journal of Social Sciences 28, no. 3 (September 2011): 169–79. http://dx.doi.org/10.1080/09718923.2011.11892942.

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31

Marovah, Tendayi. "Citizenship formation through curriculum and pedagogical practices: Evidence from two Zimbabwean teachers’ colleges." South African Journal of Education 39, S2 (December 31, 2019): 1–10. http://dx.doi.org/10.15700/saje.v39ns2a1411.

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32

Barnartt, Sharon N., and Venta Kabzems. "Zimbabwean Teachers’ Attitudes Towards the Integration of Pupils with Disabilities into Regular Classrooms." International Journal of Disability, Development and Education 39, no. 2 (January 1992): 135–46. http://dx.doi.org/10.1080/0156655920390206.

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33

Ranga, Dick. "The role of politics in the migration of Zimbabwean teachers to South Africa." Development Southern Africa 32, no. 2 (November 26, 2014): 258–73. http://dx.doi.org/10.1080/0376835x.2014.984376.

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34

Chikoko, Vitallis. "The school cluster system as an innovation: Perceptions of Zimbabwean teachers and school heads." Africa Education Review 4, no. 1 (June 2007): 42–57. http://dx.doi.org/10.1080/18146620701412142.

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35

Shumba, Almon, Amasa Philip Ndofirepi, and Martin Musengi. "An Exploratory Study of Corporal Punishment by Teachers in Zimbabwean Schools: Issues and Challenges." International Journal of Educational Sciences 4, no. 3 (December 2012): 279–87. http://dx.doi.org/10.1080/09751122.2012.11890054.

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36

Manik, Sadhana. "“We Are Working Hand to Mouth”: Zimbabwean Teachers’ Experiences of Vulnerability in South Africa." Migracijske i etničke teme / Migration and Ethnic Themes 30, no. 2 (2014): 171–91. http://dx.doi.org/10.11567/met.30.2.3.

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37

Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.

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Beveridge, M. C., and D. F. Johnson. "A new approach to the assessment of academic literacy in a Zimbabwean teachers’ training college." Language and Education 5, no. 1 (January 1991): 1–17. http://dx.doi.org/10.1080/09500789109541296.

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39

Ngwenya, Victor Chaboneka. "The Factors Which Motivate Zimbabwean Teachers Amid the Economic Challenges the Country Is Confronted With." Journal of Social Science Studies 2, no. 2 (January 27, 2015): 1. http://dx.doi.org/10.5296/jsss.v2i2.7016.

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Chidarikire, Munyaradzi, Pinias Chikuvadze, and Cecilia Muza. "Vulnerable Learners’ Experiences on Drug Abuse in Zimbabwean Rural Schools: A Literature Review Perspective." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (May 4, 2021): 80–86. http://dx.doi.org/10.46606/10.46606/eajess2021v02i02.0078.

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: In Zimbabwean rural schools, drug abuse is observed to be on the increase trend. It is in this context that this paper delved into experiences that are encountered by vulnerable learners abusing drug in rural schools. Accordingly, it targeted at how this social phobic has become entrenched in learners’ way of being and the plausible antidotes to this drawback. In this regard, a framework derived from social constructionist and symbolic interactionist standpoints provided the lens through which the researchers perceived the issue under investigation. The researchers used literature review in the generation and analysis of learners’ lived experiences with regards to the issue under study from different sources. The researchers used the narration of information from commissioned reports, newspaper articles and empirical findings. From consulted sources, the researchers noted that there is widespread drug abuse in most rural schools through the influence of the institution linked dynamics, age issues, life stress, peer group pressure, obtainability of ready money and ease of access to drugs. With respect to these findings, the researchers concluded that drug abuse by learners in rural schools in Zimbabwe was from literature perspective mostly due to multi-pronged influences. Hence the researchers recommended that key interested parties such as Government, Non- Governmental Organizations, parents, teachers and policymakers should consistently implement and monitor strategies such as peer counselling to mitigate the drug abuse among rural learners.

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Chidarikire, Munyaradzi, Pinias Chikuvadze, and Cecilia Muza. "Vulnerable Learners’ Experiences on Drug Abuse in Zimbabwean Rural Schools: A Literature Review Perspective." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (May 8, 2021): 80–86. http://dx.doi.org/10.46606/eajess2021v02i02.0078.

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: In Zimbabwean rural schools, drug abuse is observed to be on the increase trend. It is in this context that this paper delved into experiences that are encountered by vulnerable learners abusing drug in rural schools. Accordingly, it targeted at how this social phobic has become entrenched in learners’ way of being and the plausible antidotes to this drawback. In this regard, a framework derived from social constructionist and symbolic interactionist standpoints provided the lens through which the researchers perceived the issue under investigation. The researchers used literature review in the generation and analysis of learners’ lived experiences with regards to the issue under study from different sources. The researchers used the narration of information from commissioned reports, newspaper articles and empirical findings. From consulted sources, the researchers noted that there is widespread drug abuse in most rural schools through the influence of the institution linked dynamics, age issues, life stress, peer group pressure, obtainability of ready money and ease of access to drugs. With respect to these findings, the researchers concluded that drug abuse by learners in rural schools in Zimbabwe was from literature perspective mostly due to multi-pronged influences. Hence the researchers recommended that key interested parties such as Government, Non- Governmental Organizations, parents, teachers and policymakers should consistently implement and monitor strategies such as peer counselling to mitigate the drug abuse among rural learners.

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42

Nkwe, Tsakane, and Thadeus Marungudzi. "Teachers’ perspectives on the use of English as the medium of instruction in Zimbabwean secondary schools." South African Journal of African Languages 35, no. 1 (January 2, 2015): 43–55. http://dx.doi.org/10.1080/02572117.2015.1056463.

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Campbell, Catherine, Louise Andersen, Alice Mutsikiwa, Claudius Madanhire, Constance Nyamukapa, and Simon Gregson. "Can Schools Support HIV/AIDS-Affected Children? Exploring the ‘Ethic of Care’ amongst Rural Zimbabwean Teachers." PLOS ONE 11, no. 1 (January 20, 2016): e0146322. http://dx.doi.org/10.1371/journal.pone.0146322.

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Chimonero, Prince. "Sports Injury Risks and Opportunity Costs: The Conspicuous Landscape of Handball among Tertiary Teachers’ Colleges in Zimbabwe." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (July 15, 2021): 17–28. http://dx.doi.org/10.46606/eajess2021v02i03.0099.

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This study explored injury risks associated with sport participation among handball players in Zimbabwean Tertiary Institutions between 2016 and 2019. The study employed a descriptive, prospective cohort design anchored on quantitative methodology and informed by Positivism Philosophy. The population comprised technocrats (coaches, fitness trainers, physiotherapists, psychologists and players) from selected Zimbabwe Teachers’ Colleges Sports Association handball teams. Stratified random sampling was used to select the respondents. Questionnaire was used as data collection tool and IBM SPSS Statistic Version 23 was used for data analysis. Findings revealed critical knowledge-service gaps on sports medicine professionals regarding lack of players’ informational sources on pre-participation medical health-checks as evidence-based practices for addressing activity limitations and risks upon return-to-sport. Ego-oriented administration characteristic of pain-injury paradox environment prevailed with pre-mature ending of players’ rehabilitation routes. Well formulated guideline-inclined preventive injury risk management protocols resonating player-centered medicine approaches that could effectively abate epidemiologic opportunity injury risks and costs were non-existent. Furthermore, regularized in-service professional development clinics lacked. Players’ objective injury records, profiles and pre-participation medical examination health-checks should be considered as critical informational sources for fully resolving physiological defects prior to return-to competitive contexts. Formulation of guideline-inclined preventive injury risk management protocols entrenching player-centered medicine practices could effectively trim down epidemiologic opportunity injury risks and costs and improve the critical base for players’ odds of participation. Regularized in-service professional development trainings for sports medicine professionals through symposiums should inexorably be an esteemed epitomic pedestal delved towards improving their expert base levels in view of contemporary preventive and injury risk management dynamics in sports.

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Makamure, Chipo. "Learning to teach for mathematical proficiency: Behavioural changes for pre-service teachers on teaching placement." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 29–50. http://dx.doi.org/10.4314/ajesms.v16i1.3.

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This study reports on an investigation of how field experiences in teaching prepares pre-service teachers (PSTs) to effectively deal with the challenges and complexities of teaching mathematics in Zimbabwean secondary schools. The study was premised on the view that improvement in learning secondary school mathematics in the classroom is related to practitioner development in teaching. However, despite overwhelming research on mathematics knowledge for teachers, the problem of mathematics failure in high schools has not been addressed. A mixed methods approach, based on the perspectives of PSTs on teaching practice (TP) was employed to depict how their practices impact on their knowledge development for teaching mathematics. The study, found that a proficient mathematics PST is considered one who embraces knowledge of mathematics content and the ability to teach it. Hence, the development of mathematics knowledge for PSTs requires them to be mentored and workshopped by mathematics subject specialists who are well positioned in terms of mathematics pedagogy and mathematics content knowledge.

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Gudyanga, Ephias, Naydene de Lange, and Mathabo Khau. "Zimbabwean secondary school Guidance and Counseling teachers teaching sexuality education in the HIV and AIDS education curriculum." SAHARA-J: Journal of Social Aspects of HIV/AIDS 16, no. 1 (January 1, 2019): 35–50. http://dx.doi.org/10.1080/17290376.2019.1610485.

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Promise, Zvavahera, and Chigora Farai. "Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools." International Journal of Learning and Development 8, no. 3 (September 11, 2018): 87. http://dx.doi.org/10.5296/ijld.v8i3.13625.

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This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell phones by secondary school students as learning tools that enhance quality of education. The sample included 15 secondary schools in Mazowe District. From these, the District Education Officials, headmasters, teachers, pupils and parents were given questionnaires to complete. Validation interviews were conducted for triangulation purposes. The findings revealed strong positive responses in favour of allowing the utilisation of mobile phones as learning tools in Zimbabwean secondary schools although some challenges in the implementation process were cited. These included possibilities of: student distraction in class; cheating; inappropriate video recording of class events and the publication of captured material on social platforms which could be harmful to other learners and the school. The issue of cost of data also came up. The study recommended the removal of the blanket ban on the use of mobile phones; instead, school authorities were encouraged to focus on developing strategies for addressing the implementation challenges cited. It is also critical to make sure that accessible cheap data be made available to learners in secondary schools. Schools in Zimbabwe should form networks so that cheap data is made available by sharing the networks. Schools in Zimbabwe, like institutions of higher learning, are encouraged to embrace the National Research and Education Network (NREN) concept which specialises in internet service provision dedicated to supporting the needs of education in Zimbabwe.

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Silumba, Cassim, and Show Chibango. "Online Education in Promoting Continued Education during Coronavirus Outbreak in Zimbabwe: ‘Challenges and Solutions’." Asian Journal of Interdisciplinary Research 3, no. 4 (December 2, 2020): 74–88. http://dx.doi.org/10.34256/ajir2047.

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The education system has been affected by 2019–20 coronavirus pandemic. In order to curb the widespread of coronavirus pandemic, people were recommended to exercise social-distancing and self-isolation. The idea of social-distancing and self-isolation has resulted in the closures of schools, universities and colleges as Ministry of Primary and Secondary Education try to control the spread of the contagious disease among learners in Zimbabwe. The effects and perceptions of Zimbabwean parents, teachers, learners and stakeholders on education and Covid19 are a cause for concern. The closure of educational institutions in response to the pandemic has risen to alarming levels. In this article, the issue of online learning has been seen as the impending solution to the challenges posed to the teaching and learning process during the coronavirus pandemic outbreak in Zimbabwe. What is very disturbing is that the mitigating measures proposed by stakeholders and government seem to favour the have and the have-not are severely impacted. At the end of the day, all the strides Zimbabwe has been making in terms of bringing education to the door step and improvement of standards of life is just going down the drain due to lack of ICT equipment and technical expertise. The study was carried out through qualitative method through a phenomenological approach. Snowballing, interviews, observations and document reviews were made use of in gathering the data for this article. Presentation is mainly descriptive since the type of data gathered depended much on the experiences and feelings of the people in the society about the impact of Covid19 on education. A number of recommendations were put forward that include the government putting in place laws that restrict mobile operators to hike their charges and all educational stakeholders should be heard when they air their concern.

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Kwaira, Peter. "The Extent to Which Teachers Are Prepared to Teach Specific Content Items of Design and Technology in Zimbabwean Schools." Journal of Modern Education Review 5, no. 8 (August 20, 2015): 800–804. http://dx.doi.org/10.15341/jmer(2155-7993)/08.05.2015/007.

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Chimbunde, Pfuurai, and Maserole Christine Kgari-Masondo. "Representation of the Zimbabwean 2015-2022 Social Studies curriculum: Teachers’ perspectives on challenges and ‘Ubuntulising’ curriculum change and implementation." Perspectives in Education 38, no. 1 (June 12, 2020): 269–82. http://dx.doi.org/10.18820/2519593x/pie.v38i1.19.

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