https://cris.library.msu.ac.zw//handle/11408/4998 Wed, 08 Apr 2026 21:07:06 GMT 2026-04-08T21:07:06Z https://cris.library.msu.ac.zw//handle/11408/6845 Title: Exploring Concerns Raised by University-Based Supervisors of Post Graduate Diploma in Education (PGDE) Students on Teaching Practice (TP) Authors: Dzimiri, Wonderful; Mercy Kurebwa, D Abstract: Teaching practice (TP) is a fundamental component of teacher education and preparation. The importance of TP lies in that it brings reality to theoretical underpinnings of the practice of education. Concerns have been raised by university-based lecturers arising from supervision of Post-graduate Diploma in Education (PGDE) student's on TP. We argue that knowledge of such concerns are pertinent bases for continuous professional development of teacher education lecturers as a learning community aimed at improving the quality of student teacher development. This study sought to analyze concerns observed by university-based supervisors of PGDE students on teaching practice. Undergirded by an interpretive framework, this study employed a case study design involving university-based supervisors from two Zimbabwean universities offering the PGDE programme. Purposive sampling assisted in identification of twenty information-rich participants involved in the supervision of PGDE students on TP. Data generation techniques included in-depth interviews and document analysis. Data were analyzed using thematic analysis where themes emerged from the data. Findings revealed that most students generally did not prepare for their teaching in advance, lacked confidence, and shifted into a panic mode upon arrival of University-based supervisors. Others failed to reflect the scientific structure of a lesson in their lesson plan and lesson delivery. Others taught without media, and if they had these were poorly designed. Marking of learners written work was not communicative, and at times not done. Evaluations were neither responsive to set objectives nor followed up in later planning. The study recommends that student teachers be given practice in detailed lesson planning, media selection and development, and that each student needs be provided with micro teaching experience prior to TP, coupled with clinical supervision at the onset of TP. Furthermore, there is need for a connectedness between school-based and university-based supervisors to standardize expectations. Mon, 01 Jan 2018 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6845 2018-01-01T00:00:00Z Dzimiri, Wonderful Mercy Kurebwa, D https://cris.library.msu.ac.zw//handle/11408/6844 Title: Exploring Senior Management Support in the Implementation of the Results Based Management System in Zimbabwe’s Schools Sector Authors: Jaricha, Ruth; Dzimiri, Wonderful Abstract: This article made an analysis of the involvement of senior management in the implementation of the Results Based Management System in schools. This was amid concerns from educators that they were finding it difficult to effectively and meaningfully implement the RBM System in schools. The interpretivist/constructivist research paradigm underpinned our study, hence a qualitative research approach was employed. This was a case study of two schools. The population for the study was sixty-eight (68) schools both primary and secondary with a teacher population of nine hundred and forty-nine (949) teachers. Two schools (one primary and the other secondary) were purposefully selected to participate in the study. Thus, twenty-nine (29) teachers and the two (2) school heads became the sample for the study. Included in the sample were the District Schools Inspector and the Education Inspector in the district. Data were generated through in-depth interviews, focus group discussions, observation and document analysis. As such these instruments enhanced the triangulation of the data generated. Data analysis was done concurrently with data generation. Major findings were that senior management in education, starting with the school head through to Head Office personnel, were not visible in schools and the district to assess whether the RBM System was meeting its intended objectives. Of further concern to educators was senior management’s failure to address issues of educators’ training, availability of resources, incentives and feedback which indeed were the province of senior managers. The study recommends that senior managers engage themselves in word and in action in the implementation of RBM. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6844 2019-01-01T00:00:00Z Jaricha, Ruth Dzimiri, Wonderful https://cris.library.msu.ac.zw//handle/11408/6843 Title: Undergraduate Student Teachers’ Reflections on Their Teaching Practice Experience: Challenges Encountered and Responsive Solutions Employed Authors: Dzimiri, Wonderful; Mashingaidze, Samuel S. Abstract: The study investigated undergraduate student teachers’ reflections on their teaching practice with a focus on challenges they experienced and how they reflectively responded or acted. Informed by both Experiential theory and Capital theory, the interpretive study employed a qualitative case study design. Twenty Bachelor of Education returning from their third year of teaching practice were purposively selected to represent school contexts typifying varied school contexts in Zimbabwe. Upholding ethical considerations, data were generated through interviews and focus group discussion. Thematic data analysis was used to organise data around recurring themes and their patterning constituents. Findings indicated that participants experienced challenges in respect of management of large classes, provisioning inclusive education, student indiscipline, teacher-teacher tensions and sour relations, and financial hardships. Responsive action in mitigating challenges faced evidenced reflective, experiential learning. Arguably, teacher educators should tap on student teachers’ experiences as capital input into programmes that prepare students for teaching practice. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6843 2019-01-01T00:00:00Z Dzimiri, Wonderful Mashingaidze, Samuel S. https://cris.library.msu.ac.zw//handle/11408/6842 Title: Interrogating Educators Conceptualisation/Understanding of the Results Based Management System (RBM): A Case of Two Schools in Zimbabwe. Authors: Jaricha, Ruth; Dzimiri, Wonderful Abstract: This study sought to interrogate educators understanding of the Results Based Management System as a performance management tool in the schools sector in the Seke district of Zimbabwe’s Mashonaland East Province. This was a qualitative case study of two schools, one primary and the other secondary. The case under study was the Results Based Management System. Participants were selected through purposive sampling on the basis of their relevance to the study given their active role in the implementation of the RBM in schools. Underpinned by the interpretivism paradigm, a case study design was adopted wherein data were generated through in-depth interviews with thirty –three educators, two focus groups of eight members each, observation of educators’ attitudes and behavior towards RBM, and document analysis of educators’ work plans. Thus, to enhance the trustworthiness of the findings, method triangulation was employed. In line with the qualitative approach employed in this study, data analysis entailed a thematic approach where emerging data were coded and grouped around recurring themes. Analysis proceeded with data generation. The results of the study revealed that educators had a diverse understanding of the results-based management system. They also did not understand the Results-Based Personnel Performance System as the basis of their performance assessment. This was a potential threat to the effective implementation of the RBM System. The study recommends that continuous training be done to help educators conceptualise the RBM System. Sat, 01 Jan 2022 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6842 2022-01-01T00:00:00Z Jaricha, Ruth Dzimiri, Wonderful