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    Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe
    Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe
    Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe
    Ebook112 pages1 hour

    Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe

    By Barnabas Muyengwa

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    This case study investigated the perceptions of the third year student teachers of the first year pre-service Mathematics programme at Seke Teachers' College in Zimbabwe. Student background characteristics of gender, age, teaching experience and Mathematics specialisation were the independent variables also investigated. Data was collected from 278 third year students enrolled for the general Diploma in Education course using questionnaires with a five point Likert type 33 item rating scale and open ended items. The data so collected were analysed both quantitatively and qualitatively.


    The findings indicated that although the programme was able to provide students with a foundation in subject knowledge more could be done to improve on training in teaching methods and provision of resources. From the variables investigated gender was found to have an effect on students' perceptions of the programme but teaching experience was found to have no effect. The possible relationship between the independent variables of age and Mathematics specialisation and the dependent variable of students' perception of the programme was indicated in too few items to warrant a definite conclusion.


    Implications for the improvement of the programme are that there is need for the college to revisit some aspects of the structure and organisation of the programme. There is also need for further research involving all primary teachers' colleges.
    LanguageEnglish
    PublisherAuthorHouse UK
    Release dateJan 9, 2013
    ISBN9781477251225
    Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe

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      Book preview

      Student Teacher's Perceptions of the Pre-Service Mathematics Programme in a Primary Teachers' College in Zimbabwe - Barnabas Muyengwa

      STUDENT TEACHERS’ PERCEPTIONS OF THE PRE-SERVICE

      MATHEMATICS PROGRAMME IN A PRIMARY TEACHERS’

      COLLEGE IN ZIMBABWE

      By

      BARNABAS MUYENGWA

      A DISSERTATION SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN TEACHER EDUCATION.

      DEPARTMENT OF TEACHER EDUCATION

      UNIVERSITY OF ZIMBABWE, HARARE

      JUNE 1997

      US%26UKLogoB%26Wnew.ai

      AuthorHouse™

      1663 Liberty Drive

      Bloomington, IN 47403

      www.authorhouse.com

      Phone: 1-800-839-8640

      © 2013 Barnabas Muyengwa. All rights reserved.

      No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

      Published by AuthorHouse 12/17/2012

      ISBN: 978-1-4772-5121-8 (sc)

      ISBN: 978-1-4772-5122-5 (e)

      Any people depicted in stock imagery provided by Thinkstock are models, and such images are being used for illustrative purposes only.

      Certain stock imagery © Thinkstock.

      This book is printed on acid-free paper.

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      TABLE OF CONTENTS

      Dedication

      Acknowledgement

      Abstract

      Chapter 1

      Introduction

      Chapter 2

      Literature Review

      Chapter 3

      Methodology

      Chapter 4

      Results

      Chapter 5

      Discussion, Conclusions And Recommendations

      References

      Appendix I

      Appendix II

      Appendix III

      About The Author

      UNIVERSITY OF ZIMBABWE

      FACULTY OF EDUCATION

      The undersigned certify that they have read and recommend to the University Senate for acceptance and approval a dissertation titled STUDENT TEACHERS’ PERCEPTIONS OF THE PRE-SERVICE MATHEMATICS PROGRAMME IN A PRIMARY TEACHERS’ COLLEGE IN ZIMBABWE submitted by Barnabas Muyengwa in partial fulfillment of the requirements for the Master of Education in Teacher Education degree.

      Supervisor

      External Examiner

      Chairperson of the Department

      Dean of the Faculty of Education

      University of Zimbabwe, Harare

      1997

      UNIVERSITY OF ZIMBABWE

      LIBRARY RELEASE FORM

      NAME OF AUTHOR:                      BARNABAS MUYENGWA

      TITLE OF DISSERTATION:                      Student Teachers’ Perceptions Of The Pre-Service Mathematics Programme IN A Primary Teachers’ College In Zimbabwe.

      DEGREE FOR WHICH DISSERTATION

      WAS PRESENTED:                      Master of Education

      YEAR CONFERRED:                      1997

      Permission is hereby granted to the University of Zimbabwe Library to reproduce copies of this dissertation or to lend copies for private, scholarly or scientific research purposes only.

      The author reserves all other publication rights. Neither the dissertation nor extensive extracts from it may be reproduced or reprinted without the author’s written permission.

      Signature: . . . . . . . . . . . . . . . . . . . .

      Address: . . . . . . . 20 Gate Crescent

       . . . . . . .  . . . . . . . Zengeza 3

       . . . . . . .  . . . . . . . Chitungwiza

      Date: . . . . . . . 10 - 06 - 97

      DEDICATION

      This dissertation is dedicated to:

      My Wife

      Cordelia

      My daughter

      Rukudzo Udzo

      and the

      Muyengwa Family

      ACKNOWLEDGEMENT

      Acknowledgement is due and warmly extended to my supervisor Mr. C. Munetsi for the many valued discussions and helpful comments.

      My special gratitude goes to colleagues at Seke Teachers’ College for their well thought suggestions and the participating students for giving their time and trust.

      Great thanks to Mrs. Muradzikwa who assisted me in capturing and analysing data and Mrs. Moyo who patiently typed this manuscript.

      Last but not least, I wish to thank my wife, daughter, relatives and friends for their moral support.

      Abstract

      This case study investigated the perceptions of the third year student teachers of the first year pre-service Mathematics programme at Seke Teachers’ College in Zimbabwe. Student background characteristics of gender, age, teaching experience and Mathematics specialisation were the independent variables also investigated. Data was collected from 278 third year students enrolled for the general Diploma in Education course using questionnaires with a five point Likert type 33 item rating scale and open ended items. The data so collected were analysed both quantitatively and qualitatively.

      The findings indicated that although the programme was able to provide students with a foundation in subject knowledge more could be done to improve on training in teaching methods and provision of resources. From the variables investigated gender was found to have an effect on students’ perceptions of the programme but teaching experience was found to have no effect. The possible relationship between the independent variables of age and Mathematics specialisation and the dependent variable of students’ perception of the programme was indicated in too few items to warrant a definite conclusion.

      Implications for the improvement of the programme are that there is need for the college to revisit some aspects of the structure and organisation of the programme. There is also need for further research involving all primary teachers’ colleges.

      CHAPTER 1

      INTRODUCTION

      Programmes of initial teacher education are criticised for stressing theory and ideals at the expense of practice and reality. At present students in conventional primary teachers’ colleges in Zimbabwe are trained for three years. The student teachers undergo training in both content and methods in the first year in preparation for teaching practice in the second year. In the final year students receive further training in both content and methods.

      Although it is a

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