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Mulaudzi, M. P. Monobe, R. J. Runhare, T. Dube, Buyisani 2017-10-22T10:57:48Z 2017-10-22T10:57:48Z 2017-09-18 Dube, B. 2017. Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe. . . http://hdl.handle.net/11602/881 http://hdl.handle.net/11602/881 Dube B. Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe. []. , 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/881 Dube, B. (2017). <i>Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe</i>. (). . Retrieved from http://hdl.handle.net/11602/881 Dube, Buyisani. <i>"Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe."</i> ., , 2017. http://hdl.handle.net/11602/881 TY - Thesis AU - Dube, Buyisani AB - The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills. DA - 2017-09-18 DB - ResearchSpace DP - Univen KW - Teacher education KW - Action research KW - Teaching strategy KW - Colleges of primary education KW - 2- 5-2 model of teaching KW - Training KW - Teaching practice LK - https://univendspace.univen.ac.za PY - 2017 T1 - Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe TI - Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe UR - http://hdl.handle.net/11602/881 ER - DEd (Curriculum Studies) Department of Curriculum Studies The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills. 1 online resource (xvi, 291 leaves) en University of Venda Teacher education Action research Teaching strategy Colleges of primary education 2- 5-2 model of teaching Training Teaching practice UCTD 378.007096891 Action research in education -- Zimbabwe Action research -- Zimbabwe Education -- Research -- Zimbabwe Teaching -- Zimbabwe Education -- Zimbabwe Education, Higher -- Zimbabwe Universities and colleges -- Zimbabwe Lesson planning -- Zimbabwe Challenges of using action research as a teaching and learning strategy: A case of a college of primary education in Zimbabwe Thesis open.access