iosr-JRME   Volume-1 ~ Issue-3

Paper Type	:	Research Paper
Title	:	Harnessing students' diversities for effective instruction in inclusive classes: The case of Zimbabwe's Secondary Schools
Country	:	Zimbabwe
Authors	:	Dr. Onias Mafa
	:	10.9790/7388-0130107

Abstract: In view of the current movement towards inclusive education and education for all which means having students with special educational needs in the regular classrooms rather than special schooling, it has become imperative to find a workable solution that will benefit all students. This study focuses, from a didactic (teaching and learning) perspective; on how teachers can optimise inclusion for effective instruction. The study adopted a qualitative methodology, which made use of case study research design. Twenty five secondary school teachers from Bulawayo urban were purposively sampled. Focus group discussions and face-to-face interviews were used for data generation. Findings were that while teachers were aware of student diversities, and teaching strategies that could be used to exploit student diversities, they were not harnessing student diversities. Reasons were: time factor in relation to syllabi coverage; demanding nature of student-centred teaching methods; lack of resources; nature of student assessment and teachers' limited skills. Recommendations were that: there is need for pro-inclusive teacher development programmes; increasing resource availability including well equipped libraries and rethinking student assessment.

Key terms: students' diversities, inclusive classes, effective instruction, secondary schools

[1]. Collier, F. (1982). "A Retreat from Mixed-Ability Teaching‟, in Sands, M. and Kerry, T. (eds.), Mixed-Ability Teaching, London: Croon Helm.
[2]. Dean, C. (1997). Ability Based Grouping: An Educational Tool of the Devil? http://home.earthlink.net/ifdean (accessed 20 November, 2012).
[3]. Farmer, D. (1996). Ability Grouping Strategies, http://www.austega.com/gifted/child/index.htm (accessed 10 December, 2012).
[4]. Fuchs, D., Fuchs, L. S. and Fernstrom, P. (1993). "A conservative approach to special education reform: Mainstreaming through transenvironmental programming and curriculum-based assessment‟, American Educational Research Journal, 7: 120-128.
[5]. Gamoran, A., Nystrand, M., Berends, M. and Lepore, P. C. (1995). "An Organisational Analysis of the Effects of Ability Grouping‟, American Educational Research, 32(4): 687-715.
[6]. Gerber, M. M. and Samuel, M. I. (1984). "Teacher as Imperfect Test: Reconceptualising the Referral Process‟, Educational Psychologist, 19: 137-148.
[7]. Good, L. T. and Brophy, E. J. (1997). Looking in Classrooms, (7th edn.), New York: Longman.
[8]. Green, H. (2001). Success of mixed-ability classes depends on what you teach, http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=1397&1397_1=3424 (accessed 24 November, 2012).
[9]. Green, H. (2002). Scholastic standards not raised by ability grouping, http://ioebwebserver.ioe.ac.uk/ioe/cms.get.asp?cid=1397and1397_1=5370 (accessed 24 November, 2012).
[10]. Hallahan, D. P. and Kauffman, J. M. (1997). Exceptional Learners: An Introduction to Special Education, (7th edn.), Boston: Ally and Bacon.

Paper Type	:	Research Paper
Title	:	Secondary School Principals and Their Efficient Management of School Records in Delta State, Nigeria
Country	:	Nigeria
Authors	:	Osakwe, Regina N.
	:	10.9790/7388-0130812

Abstract: This study examined the efficient management of school records by secondary school principals in Delta state, Nigeria. As a descriptive survey, the study population comprised of all the 602 public secondary school principals. The 602 principals were used as sample. A structured questionnaire was used to gather data which was subsequently analyzed using the mean scores and z-test statistics to answer the three research questions and to test the three hypotheses, respectively. The findings revealed that secondary school principals differ in their efficient management of school records in terms of gender, experience and school location. Based on these findings, it was recommended that government should provide adequate funds and facilities for the effective management of school records and there should be adequate training and retraining of principals through in-service programmes, conferences, seminars and workshops. Also effective supervision of school principals is necessary irrespective of gender, experience and school location. Keywords: Management, Principals, School records, Secondary schools, Delta state, Nigeria

1]. Adeyemi, T.O. (2008). The influence of management strategies on the effective keeping of school records in secondary schools in Ekiti State, Nigeria. The Social Science, 3:28-36.
[2]. Aghenta, J.A. (2001). Educational planning: A turning point in education and development in Nigeria. Inaugural Lecturer Series 58, University of Benin, Benin-City, Nigeria.
[3]. Ajayi, A.E. (2001). Human resources management in the civil service. Presented at the Senior Staff Seminar, Ministry of Education, Ado Ekiti.
[4]. Akube, A.U. (1991). Classroom organization and management: A 5-point strategy. Wisdom Publishers Ltd., Ibadan.
[5]. Asogwa, G.E. (2004). Library records and maintenance. Journal of Library Information Science, 2:88-98.
[6]. Babalola, J.B. (2002). Benefit analysis and project management. Centre for external studies, University of Ibadan, Ibadan, pp. 68-73.
[7]. Durosaro, D.O. (2002). Management of school records. In Durosaro, F.O. and S. Ogunsaju (Eds.): The craft of educational management. Indemac, Ilorin, pp. 138-152.
[8]. Egwunyenga, E.J. (2005). Essentials of school administration. Justice Jeco Publishers, Benin-City, Nigeria.
[9]. Egwunyenga, E.J. (2009). Record keeping in universities: Associated problems and management options in South West Geo-Political Zone of Nigeria. International Journal of Education Science, 1:109-113.
[10]. Fabunmi, F.A. (2000). Application of management principals to the administration of primary school libraries in Nigeria. Journal of Educational Management, 8:234-244.

Paper Type	:	Research Paper
Title	:	Supervisory Functions of Secondary School Principals and Factors Competing With These Functions
Country	:	Nigeria
Authors	:	Osakwe, Regina N.
	:	10.9790/7388-0131319

Abstract: Educational supervision has passed through various phases in Nigeria. It is regarded as one of the essential functions which principals perform to achieve the objectives of the school system. This study focuses on issues related to the supervisory functions or secondary school principals and factors competing with them. It highlights the required skills and personal traits, the techniques of supervision and the basic principles for effective supervision by principals. Finally, the study drew conclusions and made recommendations that will improve the supervisory functions of principals despite the existence of competing factors.

Keywords: Supervision, Principals, Supervisory functions, Competing factors, Secondary schools, Delta State, Nigeria.

[1]. Arinze, B.J. (2004). The school supervision: A Monograph, Department of Education, University of Nigeria, Nsukka.
[2]. Babayemi, A. (2006). Principal-ship educational management: Thoughts and practice. Ibadan: Codat Publications.
[3]. Beach, D.M. and Judy, R. (2000). Supervisory leadership: Focus on instruction. Boston: Allyn and Bacon Publishers.
[4]. Cohen, M. (2000). Functional approach to school administration. New York: McGraw Hill.
[5]. Egwunyenga, E.J. (2006). Essentials of school administration. Benin City: Justice-Jeco Publishers.
[6]. Marczely, B. (2001). Supervision of education: A differentiated approach with legal perspectives. Gaithersburg, Md: Aspen Publishers.
[7]. Nwaham C.O. (2008). School administration and supervision of instruction. Agbor: Krisbee Publishers.
[8]. Nakpodia, D. (2006). Educational Administration: A New Approach, Warri Jonokase Nig. Co.
[9]. Obidoa, M. (2006). Enhancing the instructional supervisory skills of principals of secondary schools. Principals year book. A Publication of All Nigerian Conference of Principals of Secondary Schools (ANCOPS). Nsukka, Nigeria: Moke Social Publishers.
[10]. Ojo, K. (1999). Administration and management of secondary education in Ekiti State-Our experiences and anxieties. Effective management of secondary schools: The Principal's Challenge. Ibadan: Adeose Publications..

Paper Type	:	Research Paper
Title	:	The Islamic Perceptions of Knowledge vis-à-vis the Western Perceptions as the Bedrocks of Educational Systems
Country	:	Pakistan
Authors	:	Muhammad Tahir Saleem
	:	10.9790/7388-0132030

Abstract: Knowledge and its various perceptions from the ancient times to the Islamic and the modern era constitute essentials bedrock of Islamic and Western system of education. Knowledge in the Islamic world finds its basis in the Qur'ān as well as the in the Muslim philosophies of education, while the Western education is based on the Western philosophies besides the physiological educational concepts which developed in the 20th century. Both philosophies, Islamic and Western, have led to the development of two distinct systems of education currently prevalent in the Muslim world, particularly in Pakistan. The inadequacy of the Islamic system of education to meet the challenges of today has been long felt. This paper attempts to investigate into this broad field of inquiry in the hope that its serves to understand the educational superstructures raised on two philosophies of education. Further, it highlights how the Islamic systems initiated the spread of education initially and yet with time it lost its appeal. It has been shown how the later philosophies of education in the West have dominated the world and today's educational scenario with the lesson that the Muslim world should heed to the demands of the modern times and improve their systems of education.

Keywords – Knowledge and its perceptions, the Islamic philosophy of education, the Western philosophy of education, Educational concepts of knowledge, the Islamic vis-à-vis western system of education

[1] Hoodbhoy, Pervez, Islam and Science, London: Zed Books Ltd. 1991.
[2] Uthaimīn, Muhammad Bin Saleh Bin, Kitāb-ul-'Ilm, Iskandriya: Dar-ul- Īmān, 2002.
[3] Ismail, Mohd Zaidi b., "The Cosmos as the created book and its implications for the orientation of science‟, Islam and Science, 6:1, 2008.
[4] Al-Isfahāni, Al-Rāghib, Mu'jam Mufradāt Alfāž al-Qur'ān, Beirut: Dār al-Kutub al-"Ilmiyyah, 1997.
[5] Rosenthal, Franz, Knowledge Triumphant: The Concept of Knowledge in Medieval Islam, Leiden: E.J. Brill, 1970.
[6] Al-Shūkanī, Muhammad bin Ali bin Muhammad, Fateh-ul-Qadīr, Beirut, Lebanon: Dar-ul-Kitāb al-Arabi, 1422/2001.
[7] El-Nejjar, Z. R. "Islam and the teaching of science (pure and applied sciences) or cosmic sciences‟, in Knowledge for What?, Islamabad: National Hijra Council, 1986.
[8] Adler, Mortimer J., (Editor in Chief), The Great Ideas: A Syntopicon of Great Books of the Western World, vol. 2, Chicago: William Benton, Encyclopaedia Britannica Inc., 1987.
[9] Commins, Saxe & Robert N. Linscott (eds.), Man and the Spirit: The Speculative Philosophers, New York: Modern Pocket Library, 1954.
[10] Qadir, C.A., "Pre-Islamic Indian Thought‟ in A History of Muslim Philosophy by M.M. Sharif, vol. 1, Karachi: Royal Book Company, 2007.

Paper Type	:	Research Paper
Title	:	Parental Perception of the Teaching of Sex Education to Adolescent in Secondary School in Cross River State, Nigeria
Country	:	Nigeria
Authors	:	Mr. Elizabeth G. Akpama
	:	10.9790/7388-0133136

Abstract:This study was an ex-post facto research, design to determine parental perception of the teaching of introducing sex education to adolescents in secondary schools in Cross River State, as the area of study. Two null hypotheses were formulated on the basis of the identified major independent variables of nature of parental perception and parental literacy status. A 15-item questionnaire was developed, validated and tested for reliability. It was then administered to 400 respondents (parents – 200 male, 200 female) from 20 churches in the entire state (7 churches from central, 7 from south and 6 from north senatorial districts). The sample was selected by stratified cluster and simple random procedure. Data was analysed using the independent t-test. Results revealed that parental perception of the teaching of sex education to adolescents in secondary schools is significantly negative; no significant difference exists between literate and illiterate parents in their perception of the teaching of sex education to adolescents in secondary schools. It was concluded that parental perception of the teaching of sex education to adolescents in secondary schools is generally negative in Cross River State. Some recommendations were enhanced as the way forward.

Key words: Adolescents, Education, Parents, Perception, School, Secondary, Teaching

[1]. Akpan, E. (1974). A study of adolescents sexuality in Nigeria. West African Journal of Education 18 (3)
[2]. Durojaiye, M. O. A. (1972). Guidance through sex education. In Durojaiye (ed). Psychological guidance of the school child. Ibadan: Vans Brothers 65-76.
[3]. Effiom, D. & Ejue, J. B. (1998). Guidance and counselling essentials. Calabar: O-Kone Ile Venture.
[4]. Esu, A. E. O (1990). Sex education in Nigerian schools. In D. N. Nwachukwu (ed). Contemporary issues in Nigerian education and development. Enugu: Sam & Star Group of Company.
[5]. Isangedighi, A. I. (1990). Adolescents sexuality in Nigerian society. In D. N. Nwachuka (ed). Contemporary issues in Nigeria education and development. Enugu: Sam & Star Group of Company.
[6]. Ofoha, D. N. (1991). Sexuality networking among students in Lagos Island and Lagos Mainland Metropolis. Unpublished M.Ed thesis University of Lagos.
[7]. Oloko, S. B. A & Omoboye (1993), sexual networking among some Lagos State adolescent Yoruba students. Journal of Health Transition Review vol. 1.
[8]. Omoegun, O. M. & Akanu, F. (2008). Gender and decision making pertaining to the control over ones body within established unions in Nigeria: Implication for counselling. The Counsellor.
[9]. Rodriguez, D. (2001). Sexual socialization in adolescents. New York: Norton.
[10]. SIECUS (2009). Report of public support of sexuality education. On-line.

Paper Type	:	Research Paper
Title	:	The Involvement of Parents in the Education of their Children in Zimbabwe's Rural Primary Schools: The Case of Matabeleland North Province.
Country	:	Zimbabwe
Authors	:	Onias Mafa, Esther Makuba
	:	10.9790/7388-0133743

Abstract: The study sought to explore the schools' involvement of parents in their children's education. It adopted a qualitative case study design. Data were generated from 15 primary school teachers, who were purposively sampled from three primary schools (five teachers per school). The five teachers from each school formed three focus groups. The data were triangulated by interviewing each of the three school heads from schools where teachers were sampled. Major findings were that: participants understood the meaning of parental involvement; they were aware of the benefits accruing from such an involvement; in their respective schools they were making attempts to involve parents; a number of barriers limited the effective involvement of parents. The study concluded that while teachers were aware of the benefits of parental involvement, levels of parental involvement were low. Recommendations to enhance involvement include strengthening home-school ties; equipping schools with the necessary resources to enable them to involve parents in more meaningful ways; exploring other avenues of communicating with parents and sensitising parents on the need to be actively involved in the education of their children.

Key terms: parental involvement, education, children, rural primary schools.

[1]. Anita, G. (2012). Involved parents: The hidden resource in their children's education, www.aboutourkids.org/.../involved_parents_hidden_resource... Accessed on 5 March, 2013.
[2]. Ballantine, J. H. (1993). The Sociology of Education: A Systematic Analysis (3rd edn.). New Jersey: Prentice – Hall, Inc.
[3]. Bastiani, J. (2003). How are schools involving parents? www.nfer.ac.uk/publication/AS001/AS001part9.pdf Accessed on 5 March 2013.
[4]. Bogdan, R. C. & Biklen, S. K. (1992). Qualitative Research for Education: An Introduction to Theory and Methods, Boston: Allyn and Bacon.
[5]. Desforges, C. & Aboucher, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A literature Review, Department of Education and Skills.
[6]. Epstein, J. C. (1992). School-Family-Community Partnerships: Caring for the Children We Share, Phi Delta Kappan, 76(9): 710-712.
[7]. Epstein, J. C., Coates, L., Salinas, K. C., Sanders, M. G. & Simon, B. (1997). Schools, Family and Community Partnerships: Your handbook for Action, Califronia: Corwin Press.
[8]. Everard, K. B., Morris, G. & Wilson, (2004). Effective School Management. London: Paul Chapman Publishing.
[9]. Gall, M. D., Borg, W. R. & Gall, J. P. (1996). Educational Research: An Introduction, 6th ed., New York: Longman Publishers.
[10]. Kirk, S. A., Gallagher, J. J. & Anastasiow, N. J. (2000). Educating Exceptional Children, 9th edn., Boston: Houghton Mifflin.

Paper Type	:	Research Paper
Title	:	''A Pierced Bottle leaks not!?'' the Heuristic-branched out e-model of animated ''Science School'' in Year 4
Country	:	Serbia
Authors	:	Slavoljub Hilcenko
	:	10.9790/7388-0134449

Abstract:Animated learning types have proven their superiority over the traditional forms of learning. Do we know of any child who does not like to watch animated films? For such content one needs not to be further encouraged! In the same light, it is a rewarding form of learning in primary grades. If we upgrade this form of learning with direct manipulation of animated objects and we present it in the context of heuristic branched out e-model of learning, we can extend its educational purposes and its foundation. The purpose of this paper is to present the heuristic branched out e-model of learning applied to animated films with direct manipulation of animated content. Our assumption is that the presented example of an animated scientific task ''Science School'' will also encourage and develop pupils' functional thinking skills, and as a model (approach) it is also applicable to all curriculum areas in the first grades of primary school.

Key words: Animated film, heuristic branched out e-model of learning, direct manipulation with animated content, motivation + wide applicability, functional thinking skills.

[1] vidgrids.com/rani-razvoj-djeteta
[2] www.ixl.com; www.brainpop.com; www.lilibi.si
[3] S. Hilcenko, DVD - Educational multimedia and interactive animated film and quiz: ''Points, lines ...'', a methodological manual, intended for children of (pre)school age for the initial formation of mathematical concepts (geometric figures), College of Vocational Studies, Vocational Training of Preschool Teachers and Sports Trainers - Subotica, 2011.
[4] www.edupoint.carnet.hr/casopis/57/clanci/1.html Ph.D. John B. Black, Teachers College, Columbia University (2nd International Conference on e-learning ICEL 2007)
[5] S. Hilcenko, Gledam crtani film, a učim matematiku!, Media, Culture and Public Relations (Mediji, kultura i odnosi sa javnošću), Hrvatsko komunikološko društvo, Zagreb. Vol.3 No.1 2012, 53-57
[6] S. Hilcenko, Matematika + Multimedija = ''Bajpas'' od manipulacije do apstrakcije!, Teme, Niš, br. 1, 2012, 305-317
[7] http://sr.wikipedia.org/wiki/
[8] http://rukautestu.vin.bg.ac.rs/?Page_Id=50
[9] I. Mateu, M. Morvan, Y. Morvan, Mes petites experiences, (Larousse, France, 2005).

Paper Type	:	Research Paper
Title	:	Relationship of Attitude and Achievement of Secondary School Students
Country	:	India
Authors	:	Mr. Jubraj Khamari, Dr. Nibedita Guru
	:	10.9790/7388-0135054

Abstract: For quite understandable reasons and supportive empirical research evidences, it can be stated with brevity that, "Education‟ has been considered and accepted as a very powerful instrument for development, growth and function of an individual in particular and that of the Nation in general. The level of education of an individual is undoubtedly determined, controlled, conditioned by certain non-cognitive factors in addition to the cognitive factors. Of these non-cognitive factors, the concept 'Attitude' has drawn the attention of many researchers and educationists for improvement of the academic performance of the children reading in secondary schools. There by attitude towards education, teacher, family and society influence academic achievement of the secondary school students. Hence the present study is going to be researched to that problem entitled "Relationship of Attitude and Achievement of Secondary School Students".

Keywords: Attitude towards education, Attitude towards family, Attitude towards society, Attitude towards teacher, Academic Achievement.

[1] Hoodbhoy, Pervez, Islam and Science, London: Zed Books Ltd. 1991.
[1]. Allport G. W: "Attitudes‟ in C Murchison (Ed), A Hand Book Of Social Psychology Worcesper, Mass: Clark University Press, 1935, 798-843.
[2]. Anastasi Anni: Psychological Testing, New York : Macmillan Company, 1964
[3]. Astana B and Agrawal R N: Measurement and Evaluation in Psychology and Education, Agra- 2; Vinod Pustak Mandir.
[4]. Best John W Prentice: Research in Education, New Delhi: Hall of India 1978.
[5]. Bhatnagar J K: The Values and Attitudes of Some Indian and British Students Race, 9(1) 27-3
[6]. Cronbach Lee J: Essentials of Psychological Testing, New York Harper and Row, (1970).
[7]. Ebel Robert L: "Must All Test be Valid" Am. Psychologists, October 1976, 640-647
[8]. Edward A L: Techniques of Attitude Scale Construction, Bombay; Vakils, Feffer & Simson, 1969
[9]. Ervin F S: Sentence Completion Responses and Scholastic Success or Figure, Journal of Counseling Psychology, 1967, 14, 269-271.
[10]. Garrett H E: Statistics in Psychology and Education, Indian Edition, Bombay Vakils, Feffer & Simons Ltd. 1981.

Paper Type	:	Research Paper
Title	:	Developing an English Language Textbook Evaluative Checklist
Country	:	Saudi Arabia
Authors	:	Dr. Montasser Mohamed Abdel Wahab
	:	10.9790/7388-0135570

Abstract: In the selection of a new textbook, it is important to conduct an evaluation to ensure that it is suitable. Evaluation is widely acknowledged as a powerful means of improving the quality of education. There are three methods of evaluation that can be used for evaluating English Language Teaching (ELT) textbooks. An evaluative checklist is one of these methods that can be used to help select the most appropriate ELT textbooks for their learners. This paper presents an overall view of evaluating an ELT textbook with a focus on the instrument of a checklist. It tried to develop a valid, reliable and practical checklist. The paper refined checklists previously developed by different researchers. More specifically, the comments and suggestions given by a large number of TEFL professors helped the researcher improve the items of the checklist in reference to their clarity and inclusiveness. They were provided with a copy of the checklist. They were free to reword, delete or add items that they considered necessary. The findings are expected to be useful for English language teachers, ELT material developers and evaluators as well as curriculum developers. Further study is required to improve the instrument.

Keywords: Evaluation, textbook evaluation checklists

[[1]. Adelson-Godstein, Jayne (2007). Step Forward, Step by Step, Lesson Planning, Oxford University Press
[2]. Allwright, R L. (1981).What do we want teaching materials for? ELT Journal 36/1, pp. 5-18 [Electronic version].
[3]. Al-Saif, Abdullah. (2005). An evaluation of the TEFL textbook for the 6th elementary class in Saudi Arabia. Unpublished MA thesis, 78 pages. Essex University, UK.
[4]. Ansary, H. & Babaii, E.(2002). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation. The Internet TESL Journal, Vol. 8 (2). Retrieved November 10, 2005, from http://iteslj.org/Articles/Ansary-Textbooks/
[5]. Breen, M. & Candlin, C. (1987). What materials? A consumer‟s and designer‟s guide. In L. E. Shelden (ed.). ELT textbook and materials: Problems in evaluation and development. ELT Documents 126. (pp. 13-28) Oxford: Modern English Publications in association with The British Council.
[6]. Broadfoot, P., Murphy, R. and Torrance, H. (eds) (1990) Changing Educational Assessment: International Perspectives and Trends (London: Routledge).
[7]. Brown, J. D. (1995). The elements of language curriculum. New York: Heinle & Heinle Publishers.
[8]. Bruder, M. N. (1978). Evaluation of foreign language textbooks: A simplified procedure. In H. S. Madsen and J. D. Bowen. Adaptation in language teaching. Appendix 2 (pp. 209-218). Rowley, Mass: Newbury.
[9]. Canado, M.L.P. & Almagro Esteban, A. (2005). Authenticity in the teaching of ESP: An evaluation proposal. Scripta Manent 1(1), 35-43. Retrieved from http://www.sdutsj.edus.si/ScriptaManent/ 2005_1/Perez_Almagro.pdf
[10]. Chambers, F. (1997). "Seeking Consensus in Textbook Evaluation‟. ELT Journal. Volume 51/1.

Paper Type	:	Research Paper
Title	:	Developing Reflective Practitioners in Zimbabwe Teachers' Colleges
Country	:	Zimbabwe
Authors	:	John Mpofu
	:	10.9790/7388-0137182

Abstract: Scholars have advocated the importance of developing reflective teaching skills in teachers so as to produce critical thinking pupils from our schools.This study examined how pre-service teachers and the course instructor perceived reflective thinking at the start of a required literacy course in a pre-service teacher education program. Teacher educators in Zimbabwe need to consider carefully the impact of the work they do in training and developing critical thinkers in the education of the country. The intention of teaching is to bring about learning. In what way does teaching lead to the concept of learning? How does a teacher trainer develop critical thinking skills in a student teacher so that he/she can in turn develop these skills in the pupils?This study examined how student teachers in pre-service Teachers' colleges are taught, the structure of the course and the manner in which the practical teaching practice is organized. The study examined how the teacher educator contributed to the development of reflective thinking throughout the course and the study looked at how pre-service teachers applied ideas learned through reflection at school. Data collection included individual interviews, focus group discussions, observations of the visual data workshop with students, and analysis of written assignments. Visits to the schools where student teachers practiced were also done.The data was collected over the period of two semesters using a purposeful sample of 60 students and 20teacher educators. The findings included the following (a) the mentors who are experienced teachers provide technical assistance to the student teachers. (b) The mentor can also provide personal support for the student teacher. (c) The mentor can also provide support for curriculum development. (d) Written assignments and dialogue taken from the visual data analysis workshop indicated pre- service teacher characteristics that are consistent with characteristics of reflective thinkers. This study may have implications for curricular design and implementation in future pre-service education courses. The visual data project provided a context within which the participants acted, allowing the researcher to understand what assignments, activities, and experiences demonstrated characteristics consistent with those of reflective thinkers.

[1]. Barnes, D. Britton J.and Torbe M. (1990) Language, the Learner and the School(4th edition PortsmouthHeinemann
[2]. Buchanan, M. (1983) Justification in Teacher thinking: an analysis of interview data Research series no 124 East LansingMichiganState university.
[3]. Chivore, B.R.S. (1986) Teacher Education in Post independent Zimbabwe: problems and Solutions. Journal of Education for Teaching vol1 2/3 205-232
[4]. Freeman D.(1990) Intervening in practice teaching in Richards and D. Nunan (ed) Second Language Teacher Education. Cambridge: CambridgeUniversity Press. 103- 117.
[5]. Gattegno, C. (1987) The Science Education New York Education Solutions
[6]. McPhie, P. (1978) A Teacher Education Dilemma : practical application theory. Journal of Teacher Education.vol 29/ 1978, 53-56
[7]. Morrison, J. W.(1988) Consultancy to advise on program to enhance communication skills in teacher education. ODA financial consultancy for the Ministry of Education and Culture. Harare :Zimbabwe
[8]. Richards, J.C.(1987) The Dilemma of Teacher Education in Tesol Quarterly vol21/2
[9]. Richert , A.E. (1992) The content of student Teacher reflection within different structures for facilitating the reflective process in Russell and H. Munby (eds) Teachers and Teaching
[10]. Rudduck, J. (1992) Practitioner research and programs of initial teacher training IN T. Russell and H. Munby (eds) Teacher and teaching from the classroom to reflection London: Falmer press 156-169