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

Authors

  • Nicholas Zezekwa Department of Science Education, Bindura University of Science education
  • Awelani V. Mudau Department of Science and Technology Education, University of South Africa
  • Nkopodi Nkopodi Department of Science and Technology Education, University of South Africa, South Africa

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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Published

2013-11-07

Issue

Vol. 4 No. 13 (2013): November 2013

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

A Comparative Study of South African and Zimbabwean Science Teacher Education Programmes: Some Theoretical Reflections. (2013). Mediterranean Journal of Social Sciences, 4(13), 317. https://www.richtmann.org/journal/index.php/mjss/article/view/1519