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|a Tandi, Costain.
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|a Pedagogics, Curriculum Transformation, and the Future of Teachers' Colleges in Zimbabwe.
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|a Oxford :
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|a Front cover -- Title page -- Copyright -- Notes on Contributors -- Table of Contents -- 1 Transformation of Pedagogy in Zimbabwe Teachers Colleges: An Introduction -- Introduction -- The ongoing transformation of pedagogy and the future of education in Zimbabwean Teacher Colleges -- References -- 2 Teacher Education Curriculum Transformation Programme in Zimbabwe: Listening to Experiential Voices -- Introduction -- The Roots and Trajectories of Teacher Education in Zimbabwe -- Shortcomings of Conventional Teacher Preparation Programmes
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| 505 |
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|a Innovations in Zimbabwe Teacher Education: A Shift towards Modularisation -- Modularisation and the shifting responsibilities for lecturers in Teachers' Colleges -- Implementation of modularisation in one Teachers College in Zimbabwe -- The Transition from Semester Model to College-wide Modularisation -- Lecturers' adaptability in the era of modular instruction -- Conclusion -- Way Forward -- Recommendations to the University of Zimbabwe -- Recommendations for teacher education institutions -- Recommendations to lecturers -- References
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| 505 |
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|a 3 Navigating the Complexities of Curriculum Transformation: An Analytical Discourse on the Challenges in Zimbabwe Teacher Education -- Introduction -- Background -- Problem postulation -- Theoretical underpinnings -- Review of related literature -- Methodology -- Research Findings -- Main theme 1: Reasons for teacher education curriculum transformation -- Decolonising the curriculum -- The need to align teaching to Education 5.0 -- Changing societal and economic needs -- Global changes in teacher education -- Change of learning content and methodology -- Political changes
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| 505 |
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|a Main theme 2: Challenges encountered in curriculum transformation implementation in teacher education in Zimbabwe -- Shortage of resources -- Resistance to change -- Lack of technical support -- Curriculum overload -- Curriculum Implementation fatigue -- Top-to-bottom approaches -- Shortage of staff -- Main theme 3: Possible solutions to the challenges faced in implementing the transformed curriculum -- Production of relevant learning material -- Increased technical support -- In-service training -- Increased motivation for lecturers -- Funding of teacher education curriculum transformation
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|a Increased staff deployment -- Findings and Discussions -- Conclusion -- Way forward -- References -- 4 Intersecting Educational Psychology and Pedagogical Transformation -- Social Constructivist Theory and Pedagogical Transformation -- Innovative Pedagogical Approaches for Teachers Colleges -- Strategies for Enhancing Pedagogical Transformation -- Re-Skilling Educators for the Changing Educational Landscape -- Technology Training for Educators
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|a Intersection between Pedagogical Transformation and 21st Century Skills
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| 532 |
1 |
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|3 JSTOR
|a "We apply WCAG and Section 508 standards to improve the user experience for everyone...The target for JSTOR is WCAG 2.2 Level AA." Source: https://about.jstor.org/accessibility/. Last accessed April 22, 2025.
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|a "EBSCO evaluates our products based on the Web Content Accessibility Guidelines (WCAG) and the related Section 508 and EN 301 549 regulations in the US and EU. Most EBSCO products are substantially conformant with WCAG 2.2 level AA." Source: https://connect.ebsco.com/s/article/EBSCO-VPATs?language=en_US. Last accessed April 22, 2025.
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|a Education
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|a Curriculum planning
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|a Teachers colleges
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|a Mawere, Munyaradzi.
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|a Zivave, Wilson.
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| 700 |
1 |
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|a Mavunga, Rosina.
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| 776 |
1 |
8 |
|i Print version:
|a Tandi, Costain
|t Pedagogics, Curriculum Transformation, and the Future of Teachers' Colleges in Zimbabwe
|d Oxford : Langaa RPCIG,c2025
|
| 856 |
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|a Texas A&M University
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|e LB1727.Z55 T36 2025
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| 998 |
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|a LB1727.Z55 T36 2025
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