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Defining Professional Studies And Its Place In The Teacher Education Curriculum

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dc.creator Mukorera, M.
dc.date.accessioned 2014-11-25T18:56:15Z
dc.date.accessioned 2015-12-08T10:54:31Z
dc.date.available 2014-11-25T18:56:15Z
dc.date.available 2015-12-08T10:54:31Z
dc.date.created 2014-11-25T18:56:15Z
dc.date.issued 1999-08
dc.identifier Mukorera, Mark (1999) Defining Professional Studies And Its Place In The Teacher Education Curriculum, ZBTE vol. 2, no.2. Harare, Mt. Pleasant: DTE
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5196
dc.identifier.uri http://hdl.handle.net/10646/1936
dc.description.abstract This paper attempts to contextualise the development of Professional Studies through highlighting conceptual and contextual problems that have bedevilled the evolution of the course. Value issues that have dominated the conception of Professional Studies are also explored. After exploring these issues the paper defines Professional Studies, by looking at the components that make up Professional Competence. The components of Professional competence are used as a basis for suggesting the content that might be included in a Professional Studies course. The paper suggests that there is need to develop a knowledge base and a skills base in a Professional Studies Course.
dc.language en
dc.publisher Department of Teacher Education (DTE), University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title Defining Professional Studies And Its Place In The Teacher Education Curriculum
dc.type Article


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