Tabitha Grace Mukeredzi
Datos Biográficos
| ID | 275963 |
|---|---|
| NOMBRE | Tabitha Grace Mukeredzi |
| NOMBRES | Tabitha Grace |
| APELLIDO | Mukeredzi |
| FIRMA | MUKEREDZI T G |
| AFILIACIONES | Durban University of Technology |
| ORCID | 0000-0001-6841-6756 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Teachers’ experiences of continuous professional development for citizenship and social cohesion in South Africa and Zimbabwe
While questions continue to be asked about teachers’ content and pedagogical content knowledge to ensure quality education systems, less consideration has been placed on teachers’ ability to teach for citizenship and social cohesion that contributes equally to quality education systems. This paper illuminates the understandings of citizenship and social cohesion held by South African and Zimbabwean teachers, their experiences of Continuous Profes…
The Content and Evolution of Practical Theories of Teaching
Practical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study explored the content of professionally unqualified practicing teachers’ practical theories and the changes that occurred as they progressed through a school-based Postgraduate Diploma in Education program. Drawing on concepts around practical theories, qua…
Mentoring in a Cohort Model of Practicum
Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and men…
The Nature of Professional Learning Needs of Rural Secondary School Teachers
Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers co…
Re-envisioning teaching practice
It will make me a real teacher’
Qualitative Data Gathering Challenges in a Politically Unstable Rural Environment
Gaining access to participants in rural, politically unstable settings demands authority and consent not only from the participants and immediate line managers, but also from other players with interests in the research sites. This paper discusses data gathering experiences and challenges encountered during fieldwork for a PhD amidst a politically volatile situation in Zimbabwe in mid-2008. The article highlights the challenges encountered, how t…
Qualitative Data Gathering Challenges in a Politically Unstable Rural Environment
Gaining access to participants in rural, politically unstable settings demands authority and consent not only from the participants and immediate line managers, but also from other players with interests in the research sites. This paper discusses data gathering experiences and challenges encountered during fieldwork for a PhD amidst a politically volatile situation in Zimbabwe in mid-2008. The article highlights the challenges encountered, how t…
Mentoring in a Cohort Model of Practicum
Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and men…
The Nature of Professional Learning Needs of Rural Secondary School Teachers
Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers co…
It will make me a real teacher’
Qualitative Data Gathering Challenges in a Politically Unstable Rural Environment
Gaining access to participants in rural, politically unstable settings demands authority and consent not only from the participants and immediate line managers, but also from other players with interests in the research sites. This paper discusses data gathering experiences and challenges encountered during fieldwork for a PhD amidst a politically volatile situation in Zimbabwe in mid-2008. The article highlights the challenges encountered, how t…
Re-envisioning teaching practice
The Nature of Professional Learning Needs of Rural Secondary School Teachers
Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers co…
Mentoring in a Cohort Model of Practicum
Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and men…
The Content and Evolution of Practical Theories of Teaching
Practical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study explored the content of professionally unqualified practicing teachers’ practical theories and the changes that occurred as they progressed through a school-based Postgraduate Diploma in Education program. Drawing on concepts around practical theories, qua…
Teachers’ experiences of continuous professional development for citizenship and social cohesion in South Africa and Zimbabwe
While questions continue to be asked about teachers’ content and pedagogical content knowledge to ensure quality education systems, less consideration has been placed on teachers’ ability to teach for citizenship and social cohesion that contributes equally to quality education systems. This paper illuminates the understandings of citizenship and social cohesion held by South African and Zimbabwean teachers, their experiences of Continuous Profes…
Psychology (6 obras) · Pedagogy (5 obras) · Mathematics education (4 obras) · Political science (4 obras) · Sociology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Innovative Education and Learning Practices (3 obras) · Medical education (3 obras) · Medicine (3 obras) · Professional development (3 obras)