A Comparative Study of South African and Zimbabwean Science Teacher Education Programmes: Some Theoretical Reflections

Nicholas Zezekwa, Awelani V. Mudau, Nkopodi Nkopodi

Abstract


Science teacher education programmes need to be improved considering the vital role science teachers play in training scientists of tomorrow. This discussion focuses on teacher training programs in Zimbabwe and South Africa with special reference to Bindura University of Science Education (BUSE) in Zimbabwe and the University of South Africa (UNISA). Anecdotal documents from these two universities were compared to find similarities and differences and inferences made thereafter. The hope is that educationists in both countries can insight from this analysis in an endeavor to improve the education systems in their respective countries.

DOI: 10.5901/mjss.2013.v4n13p317


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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