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Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model

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dc.contributor.author Chikunda, Charles
dc.date.accessioned 2021-05-24T10:33:53Z
dc.date.available 2021-05-24T10:33:53Z
dc.date.issued 2008
dc.identifier.issn 1361-1267
dc.identifier.uri https://www.tandfonline.com/doi/abs/10.1080/13611260801916259?needAccess=true
dc.identifier.uri https://doi.org/10.1080/13611260801916259
dc.identifier.uri http://hdl.handle.net/11408/4239
dc.description.abstract This article raises some inconsistencies observed in attachment teaching practice in Zimbabwe. The argument made is that these inconsistencies are caused by the different philosophical approaches informing attachment teaching practice and its delivery, which is largely visible in teaching practice supervision. The discussion shows that while attachment teaching practice is based on social constructivism and socially critical orientations, its delivery still operates under the guise of the neoclassical instrumentalist view of education. The author proposes the participatory attachment teaching practice model as a way of trying to realign the delivery to suit the philosophical base of attachment teaching practice in initial teacher education in Zimbabwe. en_US
dc.language.iso en en_US
dc.publisher Mentoring & Tutoring: Partnership in Learning en_US
dc.relation.ispartofseries Mentoring & Tutoring: Partnership in Learning;Vol. 16; No. 2: p. 141-146
dc.subject Attachment teaching practice en_US
dc.subject Teaching practice supervision en_US
dc.subject Participatory teaching practice en_US
dc.subject Teaching practice model en_US
dc.title Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model en_US
dc.type Article en_US


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