Maria Tsakeni
Biographic Data
| ID | 4150300 |
|---|---|
| NAME | Maria Tsakeni |
| GIVEN NAMES | Maria |
| FAMILY NAME | Tsakeni |
| SIGNATURE | TSAKENI M |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0003-3208-1362 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bridging the gap between intention and enactment
Introduction The alignment between pre-service teachers’ instructional intentions and their actual classroom enactment remains a critical yet underexplored issue in STEM teacher education. In this study, STEM education is operationalised through science-led inquiry-based practical work that integrates scientific reasoning, mathematical thinking, and problem-solving practices characteristic of integrated STEM pedagogy. The study investigates the i…
Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms
Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering…
Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers
This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the …
Using Social Media Pedagogies to teach School Mathematics in a selected Zimbabwean school during the Covid-19 Pandemic
The COVID-19 pandemic tested teachers’ and learners’ resilience to continue teaching and learning with the limited use of traditional classrooms. What became apparent was the need to find alternative ways to maintain the interactions between the teachers and the learners. This study explored the teaching and learning of secondary mathematics during the COVID-19 pandemic based on the community of inquiry framework. An explorative single case study…
Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms
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Using Social Media Pedagogies to teach School Mathematics in a selected Zimbabwean school during the Covid-19 Pandemic
The COVID-19 pandemic tested teachers’ and learners’ resilience to continue teaching and learning with the limited use of traditional classrooms. What became apparent was the need to find alternative ways to maintain the interactions between the teachers and the learners. This study explored the teaching and learning of secondary mathematics during the COVID-19 pandemic based on the community of inquiry framework. An explorative single case study…
Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms
Designing Learning Centres that Facilitate Knowledge Construction on Science Process Skills in Early Childhood Classrooms
Science education is perceived to have the potential to develop 21st century competencies. In Zimbabwe, the teaching of science in early childhood by using learning centres is considered as a way of empowering young learners with scientific knowledge and skills to become productive citizens in future. To strengthen the initiative, resources are being channelled and policies crafted to support the teaching of STEM (science, technology, engineering…
Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers
This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the …
Bridging the gap between intention and enactment
Introduction The alignment between pre-service teachers’ instructional intentions and their actual classroom enactment remains a critical yet underexplored issue in STEM teacher education. In this study, STEM education is operationalised through science-led inquiry-based practical work that integrates scientific reasoning, mathematical thinking, and problem-solving practices characteristic of integrated STEM pedagogy. The study investigates the i…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Qualitative research (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Thematic analysis (2 works) · Animal and Plant Science Education (1 work) · Education and Critical Thinking Development (1 work)