Innocente Uwineza
Biographic Data
| ID | 6458383 |
|---|---|
| NAME | Innocente Uwineza |
| GIVEN NAMES | Innocente |
| FAMILY NAME | Uwineza |
| SIGNATURE | UWINEZA I |
| AFFILIATIONS | Department of Early Childhood and Primary Education, University of Rwanda-College of Education, Kayonza, Rwanda |
| ORCID | 0000-0002-1893-3445 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Contribution of continuous professional development in enhancing teachers’ pedagogical knowledge of teaching mathematics and science in Rwandan lower secondary schools
Teachers’ professional knowledge is crucial for quality education. Despite efforts in Rwanda to train teachers in mathematics and science under the competence-based curriculum, little is known on how Continuous Professional Development content is translated into classroom practices. This study aimed to evaluate the extent to which continuous professional development (CPD) training enhances lower secondary mathematics and science teachers’ pedagog…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Contribution of continuous professional development in enhancing teachers’ pedagogical knowledge of teaching mathematics and science in Rwandan lower secondary schools
Teachers’ professional knowledge is crucial for quality education. Despite efforts in Rwanda to train teachers in mathematics and science under the competence-based curriculum, little is known on how Continuous Professional Development content is translated into classroom practices. This study aimed to evaluate the extent to which continuous professional development (CPD) training enhances lower secondary mathematics and science teachers’ pedagog…
Class (philosophy (1 work) · Computer Science (1 work) · Construct (python library (1 work) · Continuing professional development (1 work) · Descriptive statistics (1 work) · EFL/ESL Teaching and Learning (1 work) · Ethnography (1 work) · Faculty Development (1 work) · Government (linguistics (1 work) · Ideology (1 work)