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dc.contributor.authorMuyengwa, Barnabas
dc.contributor.authorMapolisa, Tichaona
dc.date.accessioned2019-10-23T20:02:17Z
dc.date.available2019-10-23T20:02:17Z
dc.date.created2017-01-05 00:22
dc.date.issued2014-12-30
dc.identifieroai:ojs.localhost:article/18851
dc.identifierhttp://www.iiste.org/Journals/index.php/JEPER/article/view/18851
dc.identifier.urihttp://hdl.handle.net/20.500.12424/773416
dc.description.abstractThe study sought to examine how educational research could be translated into action in selected Teachers’ Colleges in Zimbabwe. Twelve (12) lecturers were conveniently selected to take part in this qualitative case study. The participants were interviewed using open-ended interviews. The study found that lecturers lacked awareness, knowledge and expertise with respect to how well educational can be translated into action. It also established that educational research informs Teacher Education instructional practices. Teacher Education curricular were found to be devoid of formal teaching of research methods across subject areas. The study concluded that exclusion of formal teaching of research methods from the Teacher Education curricular is an impediment to the translation of educational research into action. Another conclusion was that regular exposure to educational research methods and practice informs Teacher Education instructional practices. The study recommended that teaching of research methods across the Teacher Education curricular needs to be timetabled and become formalised. Further research needs to be conducted in the same area using diverse methodologies and experiences in all Teachers’ Colleges. Keywords: Educational research, Action research, Teachers’ Colleges, Teacher education, Teacher educators
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherJOURNAL OF EDUCATIONAL POLICY AND ENTREPRENEURIAL RESEARCH
dc.relation.ispartofhttp://www.iiste.org/Journals/index.php/JEPER/article/view/18851/19226
dc.sourceJOURNAL OF EDUCATIONAL POLICY AND ENTREPRENEURIAL RESEARCH; Vol 1, No 4 (2014); 61-74
dc.titleTRANSLATING EDUCATIONAL RESEARCH INTO ACTION: A FOCUS ON TEACHERS’ COLLEGES IN HARARE, ZIMBABWE
dc.typeinfo:eu-repo/semantics/article
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10365653
ge.identifier.permalinkhttps://www.globethics.net/gel/10365653
ge.lastmodificationdate2017-01-05 00:22
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid744
ge.oai.setnameArticles
ge.oai.setspecJEPER:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://www.iiste.org/Journals/index.php/JEPER/article/view/18851


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