Models Of Teaching Practice Since Zimbabwean Independence: A Critical Review

dc.contributor.author	Chiromo, A.
dc.coverage.spatial	Zimbabwe	en_GB
dc.date.accessioned	2014-12-23T13:11:04Z
dc.date.available	2014-12-23T13:11:04Z
dc.date.issued	1999-11
dc.identifier.citation	Chiromo, A. (1999) Models Of Teaching Practice Since Zimbabwean Independence: A Critical Review, ZBTE Vol. 8, no.3. Harare, Mt. Pleasant : HRRC	en_GB
dc.identifier.issn	1022-3800
dc.identifier.uri	https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/5547
dc.description	A ZBTE article on Models of Education in Zimbabwe.	en_GB
dc.description.abstract	This paper attempts a critical review of the models of teaching practice adopted since Zimbabwe attained independence in 1980. It is argued in this paper that those who were empowered to decide by models of teaching practice tended to put more emphasis on political, economic and administrative needs at the expense of pedagogical needs of the student ' teachers. It is against this background that a possible model of teaching practice, which seeks to take into account the pedagogical objectives of teaching practice, has been proposed.	en_GB
dc.language.iso	en	en_GB
dc.publisher	Department of Teacher Education (DTE), University of Zimbabwe	en_GB
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/	en_GB
dc.subject	Education	en_GB
dc.title	Models Of Teaching Practice Since Zimbabwean Independence: A Critical Review	en_GB
dc.type	Article	en_GB
dc.rights.holder	University of Zimbabwe	en_GB

Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/3.0/