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The Zambia Mathematics Pre-service Programme: Its Ability To Impart Teaching Strategies And Classroom Management Skills As Perceived By Its Graduates.

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dc.creator Kasanda, C.D.
dc.date.accessioned 2014-10-06T09:30:28Z
dc.date.accessioned 2015-12-08T10:53:08Z
dc.date.available 2014-10-06T09:30:28Z
dc.date.available 2015-12-08T10:53:08Z
dc.date.created 2014-10-06T09:30:28Z
dc.date.issued 1992-11
dc.identifier Kasanda, C.D. (1992) The Zambia Mathematics Pre-service Programme: Its Ability To Impart Teaching Strategies And Classroom Management Skills As Perceived By Its Graduates. ZJER, Vol.4,No3. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/4662
dc.identifier.uri http://hdl.handle.net/10646/1559
dc.description.abstract The study being reported in this article was carried out in 1989 as part of a wider research on the evaluation of the pre-service mathematics programme at the Copperbelt Secondary Teachers College (COSETCO) in Zambia. Specifically, this report focuses on the perceptions of 227former students of the College regarding the pre-service programme’s ability to impart both teaching strategies and classroom management skills. The subjects responses on the 10 Likert type statements addressing these two aspects show that former students of COSETCO generally perceive the programme as imparting useful different teaching strategies and classroom management skills to it’s graduates
dc.language en
dc.publisher Human Resourse Research Centre, (HRRC), University of Zimbabwe.
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title The Zambia Mathematics Pre-service Programme: Its Ability To Impart Teaching Strategies And Classroom Management Skills As Perceived By Its Graduates.
dc.type Article


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