Perceptions on curriculum implementation: a case for rural Zimbabwean early childhood development teachers as agents of change
This article examined perceptions on curriculum implementation regarding rural Zimbabwean early childhood development (ECD) teachers in 2017. The study aimed to locate teachers as agents of change in schools by reviewing their perceptions in implementing the recently introduced ECD framework. In thi...
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| Format: | Article |
| Language: | English |
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Taylor and Francis
2021
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| Online Access: | https://www.tandfonline.com/doi/abs/10.1080/02568543.2020.1731024 http://hdl.handle.net/11408/4277 |
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