| 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 | |
