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dc.creatorSiiumba, Overson
dc.date.accessioned2015-07-13T10:12:19Z
dc.date.accessioned2015-12-08T10:55:24Z
dc.date.available2015-07-13T10:12:19Z
dc.date.available2015-12-08T10:55:24Z
dc.date.created2015-07-13T10:12:19Z
dc.date.issued2001-11
dc.identifierSiiumba, 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.identifier1013-3445
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/6560
dc.identifier.urihttp://hdl.handle.net/10646/2214
dc.description.abstractKnowledge 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.languageen
dc.publisherHuman Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rightsUniversity of Zimbabwe (UZ)
dc.subjectEducation
dc.subjectEnvironment
dc.subjectScience and Society
dc.titleSituational Analysis on Primary Teacher Preparation for Environmental Science Education in Zimbabwe
dc.typeArticle


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