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dc.creatorKasanda, C.D.
dc.date.accessioned2014-10-06T09:30:28Z
dc.date.accessioned2015-12-08T10:53:08Z
dc.date.available2014-10-06T09:30:28Z
dc.date.available2015-12-08T10:53:08Z
dc.date.created2014-10-06T09:30:28Z
dc.date.issued1992-11
dc.identifierKasanda, 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.identifier1013-3445
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/4662
dc.identifier.urihttp://hdl.handle.net/10646/1559
dc.description.abstractThe 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.languageen
dc.publisherHuman Resourse Research Centre, (HRRC), University of Zimbabwe.
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rightsUniversity of Zimbabwe
dc.subjectEducation
dc.titleThe Zambia Mathematics Pre-service Programme: Its Ability To Impart Teaching Strategies And Classroom Management Skills As Perceived By Its Graduates.
dc.typeArticle


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