The Use of Peers in Assessment for Learning: A Case Study of Trainee Teachers at Bindura University of Science Education (BUSE), Zimbabwe

Autor: Young Mudavanhu, Christopher Mutseekwa

Publikováno v: African Journal of Teacher Education, Vol 11, Iss 1, Pp 75-99 (2022)

The study was an exploration of trainee teachers’ understanding, perceptions of, and confidence in the use of peers in assessment for learning (AfL) at Bindura University of Science Education, Zimbabwe. Trainee teachers were enrolled in a programme

Externí odkaz: https://doaj.org/article/96e3a81f209f4e6a89aee5d170089602

STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

Autor: Christopher Mutseekwa

Publikováno v: Journal of Research in Science, Mathematics and Technology Education, Vol 4, Iss 2, Pp 75-92 (2021)

This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum in Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used t

Externí odkaz: https://doaj.org/article/0082a0f1b64e4411a467b04fd167bd39

Contributors

Autor: Ebrahim Adam, Violet Bell, Lorraine A. Bennett, Nirmal Kumar Betchoo, Andrew P. Binks, Craig Blewett, Kim Bradley, Sanya Cardoza, Giovanna Carloni, Leela Cejnar, Colin Clark, Lane W. Clarke, Michael Cowling, Q. Dawood, Dusty-Lee Donnelly, Anuja Doshi, Kaushik Dutta, Marc N. Ebenfield, Sydney Engelberg, Rajaraman Eri, Karen Ferreira-Meyers, Marie B. Fisher, Jennifer Fletcher, David C. Franco, Roshni Gokool, Krysten Gorrivan, Violeta Holmes, John Juriansz, Pratima Khandelwal, Daniel Konings, Greig E. Krull, Gregory LaBonte, Sarah Landry, Carol Cirulli Lanham, Renée J. LeClair, Christina Leclerc, Mathew Legg, Pete Leihy, Dongmei Li, Fiona MacAlister, Suriamurthee Moonsamy Maistry, Jennifer Mandel, Pardon Blessings Maoneke, Vusumuzi Maphosa, M. Marimuthu, Hope Mauwa, Sarah McConnell, Vongai Mpofu, Purity Muthima, Christopher Mutseekwa, Caroline Mutwiri, Suleiman Kairu Mwangi, Shamila Naidoo, Sithembile Ndovela, Tembisa Ngqondi, Nga Thanh Nguyen, Ann L. Parkinson, Ameena L. Payne, C.S. Price, Josephine Pryce, Santosh Kumar Pudaruth, Rosemary D. Quilling, R. Raghavjee, A. Ramnund-Mansingh, Suzanne Reid, Nicole B. Reinke, Lorayne Robertson, Helena Robinson, Rose Ruto-Korir, Jennifer Scott, Mariam Seedat-Khan, Poorna Shankar, S. Sharma, Mary-Ann Shuker, Upendra Raje Siddiraju, Kwong Nui Sim, Upasana Gitanjali Singh, Rachelle Singleton, Glenn Stevenson, Angela Tsai, Gounshali Vaghjee, Havisha Vaghjee, Elisabeth Valiente-Riedl, Caryn Voskuil, Eurika Jansen van Vuuren, Amanda Wolterbeek, Norwell Zhakata

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::25f1a1b9544970260c12eabb5fd51258
https://doi.org/10.1016/b978-0-323-91185-6.09992-4

An Analysis of Students' Perceptions of Online Learning Practices in Higher Education in Zimbabwe.

Autor: Mutseekwa, Christopher, Mudavanhu, Aaron Y.

Publikováno v: Journal of Humanities & Social Sciences Research; Dec2021, Vol. 3 Issue 2, p109-119, 11p