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dc.contributor.authorHodzi, Richard
dc.contributor.authorJaji, Gail
dc.identifier.citationJaji, G. & R. Hodzi. (1992) Tracer Study Of The Zimbabwe Science Teacher Training Project, ZJER Vol. 4, no.2. Harare, Mt. Pleasant : HRRC.en_GB
dc.descriptionA ZJER journal article.en_GB
dc.description.abstractEvidence from a tracer study of Bachelor of Education graduates from the Department of Science and Mathematics Education over the period from 1986 through 1990 is presented in this paper. The main findings were: 1. The group were experienced teachers with 5 to 10 years experience on average. The majority had less than five years experience in their present schools and about one third of them had spent less than one year in their present positions. Most of them held positions of responsibility. 2. Very few of the respondents were teaching A-level. More former Chemistry students were teaching A-level than any other group while fewer former Biology students were teaching A-level than any of the other groups. 3. Most of the respondents felt that the content courses had equipped them well for their present positions. They were less positive about education courses but still felt the education courses had equipped them well for their present positions. 4. Many respondents recommended the introduction of an educational administration course in their programme. 5. Most respondents felt the course was very good just as it stood. 6. Headmasters considered the B.Ed. teachers to be useful and well trained and making positive contributions to their schoolsen_GB
dc.publisherHuman Resources Research Centre (HRRC); University of Zimbabwe.en_GB
dc.subjectScience and Societyen_GB
dc.titleTracer Study Of The Zimbabwe Science Teacher Training Projecten_GB
dc.rights.holderUniversity of Zimbabween_GB

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