The research reported on here is part of a larger study exploring the alignment of the intended, implemented and attained curriculum with regard to practical work in the Zimbabwean A-level Biology curriculum. In this paper we focus on the alignment between the intended and implemented A-Level Biology curriculum through the lens of teachers'…

The physical sciences, mathematics and technology subjects in Zimbabwe, like in most other African countries, are still male dominated. This is despite numerous efforts over the years directed towards gender equality in these disciplines. Many studies point at teacher education as not doing enough to assist future teachers in these disciplines…

This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively…

Pre-service teachers in Zimbabwe face a number of challenges on their Teaching Practice (TP) usually because a second language (English) is the language of education. Challenges and experiences articulated by pre-service student teachers on TP therefore provide a strategic window into the practices of novice teachers. This study uses a concurrent…