eBook - PDF
Pedagogics, Curriculum Transformation, and the Future of Teachers' Colleges in Zimbabwe
- 450 pages
- English
- PDF
- Available on iOS & Android
eBook - PDF
Pedagogics, Curriculum Transformation, and the Future of Teachers' Colleges in Zimbabwe
About this book
This pioneering volume explores Zimbabwe's evolving educational landscape and offers crucial insights into the future of teacher training. Authored by leading education experts, it examines the core concepts of curriculum innovation and modularization, highlighting their vital role in transforming teaching practices and improving student learning outcomes in Zimbabwean Teacher Colleges. By directly addressing the ongoing curriculum transformation, the book analyses its strengths, weaknesses, challenges, and opportunities, providing a visionary path for the future of teacher education in Zimbabwe. Drawing on rigorous research and practical examples, it underscores the need to adapt teaching methods to the evolving educational demands of a rapidly changing Zimbabwean society. Championing the power of modularization, this resource is an essential guide for all committed to building a more inclusive and transformative education system.
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Yes, you can access Pedagogics, Curriculum Transformation, and the Future of Teachers' Colleges in Zimbabwe by Costain Tandi,Munyaradzi Mawere,Wilson Zivave,Rosina Mavunga in PDF and/or ePUB format, as well as other popular books in Social Sciences & Sociology. We have over one million books available in our catalogue for you to explore.
Information
Table of contents
- Front cover
- Title page
- Copyright
- Notes on Contributors
- Table of Contents
- 1 | Transformation of Pedagogy in Zimbabwe Teachers Colleges: An Introduction
- 2 | Teacher Education Curriculum Transformation Programme in Zimbabwe: Listening to Experiential Voices
- 3 | Navigating the Complexities of Curriculum Transformation: An Analytical Discourse on the Challenges in Zimbabwe Teacher Education
- 4 | Pedagogical Transformation: Recalibrating the Future of Zimbabwe’s Teacher Education
- 5 | Technology Integration in Pedagogy: Current Situation in Teachers Colleges in Zimbabwe and Way Forward
- 6 | Empowering Physics Teachers: Igniting Change and Innovation in Zimbabwean Teacher Colleges
- 7 | Application of Technology-Centred Pedagogy in Teacher Education Programs: The case of Hwange College of Education
- 8 | Indigenous Religion in Teacher Education in Zimbabwe: Addressing Societal Needs through a Decolonised Religious Studies Curriculum
- 9 | From Classrooms to Communities: How Colleges Empower Zimbabwean Teacher Educators as Catalysts for transformative Change in Communities
- 10 | Embracing the Pedagogical Revolution: Navigating the Transition from Traditional to Constructivist Approaches through Educational Technology Integration in Zimbabwean Teacher Training Colleges
- 11 | Transforming Teaching Paradigms: Preparing Pre-Service Teachers for Learner-Centred Approaches in Teacher Colleges in Zimbabwe
- 12 | Mini-Classroom Evaluation Exercises (Mini-Cex) as an Assessment Tool for Physics Student Teachers: A Feasibility Study in the Context of Teaching Practice at One Teacher Education College in Zimbabwe
- 13 | Embracing Pedagogical Shifts in Zimbabwean Teachers Colleges: A Critical Evaluation of Institutional Preparedness for Change
- 14 | Harnessing the Strength of e-Portfolio for Assessing Student Teachers: A Case Study of STEM Student Teachers at a Zimbabwean Teacher College
- 15 | Enriching Inclusive Education in Zimbabwean Teacher Colleges: Equipping Trainee Teachers with Culturally Responsive Approaches to Blended Learning for Embracing Learner Differences
- 16 | Embracing Curriculum Transformation and Otherness: Teacher Education in the Centre of Constitutionalism and Intersectionality in Zimbabwe
- 17 | Cultivating Intellectual Acuity and Transformative Praxis: Navigating the Challenges of Implementation in Zimbabwean Teacher Education Institutions
- Back cover