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Title:The process of institutionalising an in-service support system for advanced level science and mathematics teachers in Zimbabwe
Authors:Mushayikwa, EmmanuelISNI
Mtetwa, D.
Mukono, T.
Ncube, K.
Tambo, E.
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs.
Geographic terms:Zimbabwe
Southern Africa
Subjects:mathematics education
teacher education
science education
Occupational training
educational systems
Abstract:Current concern about quality in science and mathematics learning and instruction in the Zimbabwean education system has led to a number of intervention programmes. In 1994 the Department of Science and Mathematics Education at the University of Zimbabwe began to assist the Ministry of Education (MOE) with the establishment of an in-service support system for A-level science and mathematics teachers. This system came to be known as Science Education In-service Teacher Training (SEITT). The SEITT programme considered training as one of the core components of a self-sustainable support system that revolves around Science and Mathematics Centres (SMCs). This paper describes the activities that were carried out in 1997, which were meant to bring about sustainable institutionalization of the SEITT programme, and discusses successes and failures. In order to continue increasing the level of ownership of the support system by teachers, the MOE needs to show more sensitivity and commitment by facilitating optimal deployment of research teachers in the regions. The MOE should also formally recognize in-service teacher training as contributing to teachers' professional competency by rewarding them accordingly. The sustainability of the programme remains its major hurdle. Bibliogr., sum.