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Approaches to Teaching Practice and their Implications for Teacher Education Programmes in Zimbabwe

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dc.creator Moyo, Patson Virira
dc.date.accessioned 2015-08-07T09:42:07Z
dc.date.accessioned 2015-12-08T10:55:43Z
dc.date.available 2015-08-07T09:42:07Z
dc.date.available 2015-12-08T10:55:43Z
dc.date.created 2015-08-07T09:42:07Z
dc.date.issued 1997-07
dc.identifier Moyo, P.V. (1997) Approaches to Teaching Practice and their Implications for Teacher Education Programmes in Zimbabwe. Zimbabwe Bulletin of Teacher Education (ZBTE), vol. 5, no.2, (pp. 43-51.) UZ, Mt. Pleasant, Harare; DTE.
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6684
dc.identifier.uri http://hdl.handle.net/10646/2308
dc.description.abstract Several approaches to teaching practice are possible. Much current discussions on the ways and means of improving teacher education is focused on this practical element of teacher preparation. (Stones and Morris, 1972). Some approaches to teaching practice will be examined in this paper. The meaning, impact on colleges of education and schools, merits and demerits and the feasibility for Zimbabwe of these approaches to teaching practice will be examined. It is hoped that the paper will generate discussion among teacher educators and all those interested in teacher education.
dc.publisher Department of Teacher Education (DTE) 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.title Approaches to Teaching Practice and their Implications for Teacher Education Programmes in Zimbabwe
dc.type Article


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