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All Journal International Journal on Teaching and Learning Mathematics Electronic Journal of Education, Social Economics and Technology
Matorevhu, Alois
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Partnerships in mathematics and science teacher preparation in Zimbabwe Matorevhu, Alois
International Journal on Teaching and Learning Mathematics Vol 2, No 2 (2019): December (This issue published papers with authors/co-authors from 2 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v2i2.9341

Abstract

Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation.  This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.
Examining secondary school teachers’ in – service training through bachelor of education degrees block release part – time programme in Zimbabwe Matorevhu, Alois
International Journal on Teaching and Learning Mathematics Vol 6, No 2 (2023): December (This issue published papers with authors/co-authors from 2 countries )
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v6i2.18544

Abstract

Similar to its influence on other spheres of life, globalisation is changing the teaching and learning context, causing universities to explore new curriculum formats that may offer better fit with diverse student learning needs. One such format in the intensive mode delivery (IMD) category is the block – release part – time degrees programme, which comprises conventional traditional approaches and open and distance learning aspects. This case study sought to find out if the Bachelor of Education (BED) Degrees block release part – time programme offered in Zimbabwe by University R at Teachers’ College M as a centre, was developing desired teacher competences. Through structured interviews, data were collected from teacher educators and in – service teachers / teacher candidates in the programme. Coding and data reduction cumulated into themes upon which interpretation was based. Findings show that the BED block release part – time programme is a viable option which equips in – service teachers with degree qualifications for effective secondary school teaching and learning. However participants raised concerns about lack of time for them to develop competences in using learner – centred strategies. Teacher educators’ modelling of application of learner – centred teaching and learning strategies and teaching and learning media were identified as empowering in developing desired competences for in – service teachers to facilitate learning of diverse learners. However, based on findings, it is recommended that textbooks, time and teaching and learning media which currently lack, should be made available in the block release part – time degrees programme at University R centres, to ensure that in – service teachers are fully prepared to facilitate learning, through learner – centred strategies.
Science teacher mentors’ perceptions of actual and preferred school conditions for mentoring student teachers to effectively use learning technology Matorevhu, Alois
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.712 KB) | DOI: 10.33122/ejeset.v3i2.94

Abstract

In Zimbabwe teachers’ colleges diploma in science education student teachers go for Attachment Teaching Practice (ATP) in the second year of the three year diploma. Among others during ATP, science teacher mentors assist student teachers to develop skills in using instruction anchored on learning technology This study sought to find out the nature of science teacher mentors’ perceptions of actual and preferred school conditions involved in mentoring student teachers to effectively use learning technology A questionnaire was used to collect both qualitative and quantitative data. Results indicate that school conditions like high workload, large classes, congested timetables, lack of learning/teaching resources and nature of appraisal system, reduce effectiveness, of mentoring, hence compromising the quality of science teacher preparation. The potential of science teacher mentors could be enhanced by creating an enabling work environment, through meeting mentor needs.
Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes Matorevhu, Alois
Electronic Journal of Education, Social Economics and Technology Vol 3, No 1 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.278 KB) | DOI: 10.33122/ejeset.v3i1.50

Abstract

Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of experiences of secondary school teachers recruited to be teacher educators at a secondary teachers’ college, had during the transition from teaching children (pedagogy) to teaching adults (pre-service mathematics and science teachers). Interviews were done, with the view to enable teacher educators to compare their experiences during training (as adult learners) in various teacher education institutions, teaching children at secondary school level, and teaching adults at the teachers’ college in the current study. Interview responses were coded to come up with themes which were analysed. Findings show that learning and application of adult learning theories is a missing link in teacher preparation institutions in Zimbabwe. In order to align teacher preparation with the current Zimbabwean curriculum, training institutions must prepare prospective teachers for both pedagogy and adult learning theories, so that they adapt as the situation requires. This resonates with metagogy, a hybrid of pedagogy and adult learning theories. Preparing teachers this way is in line with best practices, which engender competitiveness to deal with diverse teaching and learning situations, in the 21st century.
Co-Authors Madzamba, Havatidi