Mulaudzi, M. P.Monobe, R. J.Runhare, T.Dube, Buyisani2017-10-222017-10-222017-09-18Dube, 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/11602/881http://hdl.handle.net/11602/881DEd (Curriculum Studies)Department of Curriculum StudiesThe 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)enUniversity of VendaTeacher educationAction researchUCTDTeaching strategyColleges of primary education2- 5-2 model of teachingTrainingTeaching practice378.007096891Action research in education -- ZimbabweAction research -- ZimbabweEducation -- Research -- ZimbabweTeaching -- ZimbabweEducation -- ZimbabweEducation, Higher -- ZimbabweUniversities and colleges -- ZimbabweLesson planning -- ZimbabweThesisDube 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/11602/881Dube, 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/11602/881Dube, 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/11602/881TY - 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 -