Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model
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 s...
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| Format: | Article |
| Language: | English |
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Mentoring & Tutoring: Partnership in Learning
2021
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| Online Access: | https://www.tandfonline.com/doi/abs/10.1080/13611260801916259?needAccess=true https://doi.org/10.1080/13611260801916259 http://hdl.handle.net/11408/4239 |
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| _version_ | 1779905355768135680 |
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| author | Chikunda, Charles |
| author_facet | Chikunda, Charles |
| author_sort | Chikunda, Charles |
| collection | DSpace |
| description | 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. |
| format | Article |
| id | ir-11408-4239 |
| institution | My University |
| language | English |
| publishDate | 2021 |
| publisher | Mentoring & Tutoring: Partnership in Learning |
| record_format | dspace |
| spelling | ir-11408-42392022-06-27T13:49:06Z Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model Chikunda, Charles Attachment teaching practice Teaching practice supervision Participatory teaching practice Teaching practice model 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. 2021-05-24T10:33:53Z 2021-05-24T10:33:53Z 2008 Article 1361-1267 https://www.tandfonline.com/doi/abs/10.1080/13611260801916259?needAccess=true https://doi.org/10.1080/13611260801916259 http://hdl.handle.net/11408/4239 en Mentoring & Tutoring: Partnership in Learning;Vol. 16; No. 2: p. 141-146 open Mentoring & Tutoring: Partnership in Learning |
| spellingShingle | Attachment teaching practice Teaching practice supervision Participatory teaching practice Teaching practice model Chikunda, Charles Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title | Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title_full | Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title_fullStr | Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title_full_unstemmed | Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title_short | Inconsistencies within attachment teaching practice in Zimbabwe: call for a participatory model |
| title_sort | inconsistencies within attachment teaching practice in zimbabwe: call for a participatory model |
| topic | Attachment teaching practice Teaching practice supervision Participatory teaching practice Teaching practice model |
| url | https://www.tandfonline.com/doi/abs/10.1080/13611260801916259?needAccess=true https://doi.org/10.1080/13611260801916259 http://hdl.handle.net/11408/4239 |
| work_keys_str_mv | AT chikundacharles inconsistencieswithinattachmentteachingpracticeinzimbabwecallforaparticipatorymodel |