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Situational Analysis on Primary Teacher Preparation for Environmental Science Education in Zimbabwe

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dc.creator Siiumba, Overson
dc.date.accessioned 2015-07-13T10:12:19Z
dc.date.accessioned 2015-12-08T10:55:24Z
dc.date.available 2015-07-13T10:12:19Z
dc.date.available 2015-12-08T10:55:24Z
dc.date.created 2015-07-13T10:12:19Z
dc.date.issued 2001-11
dc.identifier Siiumba, O. (2001) Situational Analysis on Primary Teacher Preparation for Environmental Science Education in Zimbabwe, ZJER vol. 13, no. 3. (pp. 257-282), UZ, Mt. Pleasant, Harare: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6560
dc.identifier.uri http://hdl.handle.net/10646/2214
dc.description.abstract Knowledge of the existing situation and of current practices is fundamental to human resources development and training programmes. This article reports on a situation analysis to explore the structural problems, teaching reality, and support needs of college science departments in ten primary teachers colleges in Zimbabwe. It was established that students and lecturers would like the main subject course in science to develop teachers to serve as resource persons for other teachers in their schools. For science departments, the main subject they would, want to offer is Environmental Science developed around topics in the primary school syllabus. The situation analysis established the need for support in order to change the orientation of the college science curriculum and teaching to become more responsive to the demands of primary school Environmental Science leaching.
dc.language en
dc.publisher Human Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Education
dc.subject Environment
dc.subject Science and Society
dc.title Situational Analysis on Primary Teacher Preparation for Environmental Science Education in Zimbabwe
dc.type Article


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